Pinned Tweet
I'm looking forward to my first term as a freelance writer and supporting schools.
If you think I could be of any help, do get in touch.
If you think I could be of any help, do get in touch.
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Mark Enser 🌍 retweeted
I set myself a challenge a few months ago. Started running again in March.
Happy with the stats. Happy to have finished 🙂
Happy with the stats. Happy to have finished 🙂
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Mark Enser 🌍 retweeted
@EnserMark The idea that a principle has to rule something out is what I'll take from the whole series. "Support is temporary" rules out the Year 11 frame. "Support pupils to write well" rules out nothing. Thanks for doing it in the open, sources and all.
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Mark Enser 🌍 retweeted
*** FINAL POST ***
Having spent the last few weeks sifting through research on supporting writers, it has become clear that no one has a clear answer to the problem.
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Having spent the last few weeks sifting through research on supporting writers, it has become clear that no one has a clear answer to the problem.
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Mark Enser 🌍 retweeted
What I have managed to find are 6 principles that we can use to guide our practice in the classroom - which I hope will help.
Handy pdf summary included for download.
enserm.substack.com/p/so-what-does…
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Handy pdf summary included for download.
enserm.substack.com/p/so-what-does…
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*** FINAL POST ***
Having spent the last few weeks sifting through research on supporting writers, it has become clear that no one has a clear answer to the problem.
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Having spent the last few weeks sifting through research on supporting writers, it has become clear that no one has a clear answer to the problem.
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What I have managed to find are 6 principles that we can use to guide our practice in the classroom - which I hope will help.
Handy pdf summary included for download.
enserm.substack.com/p/so-what-does…
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Handy pdf summary included for download.
enserm.substack.com/p/so-what-does…
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Mark Enser 🌍 retweeted
*** NEW POST ***
Do attempts to support weaker writers actually support improvement or simply mask a lack of improvement?
What happens when we try and get all pupils to write in the same way regardless of the subject - or the question within a subject?
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Do attempts to support weaker writers actually support improvement or simply mask a lack of improvement?
What happens when we try and get all pupils to write in the same way regardless of the subject - or the question within a subject?
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Mark Enser 🌍 retweeted
@EnserMark The three flood sentences make the point well: more precise, not longer. Step 2 is the test I'd want everywhere. A short piece with no frame and no starters shows quickly whether the frame was supporting the writing or doing it.
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*** NEW POST ***
Do attempts to support weaker writers actually support improvement or simply mask a lack of improvement?
What happens when we try and get all pupils to write in the same way regardless of the subject - or the question within a subject?
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Do attempts to support weaker writers actually support improvement or simply mask a lack of improvement?
What happens when we try and get all pupils to write in the same way regardless of the subject - or the question within a subject?
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I take a look and writing frames - and provide a possible writing frame for different types of geographical questions drawing on thinking from @ClareSealy and drawing on work from @greeborunner @LesleySullivan and @Matea_Marcinko
enserm.substack.com/p/how-schools-…
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enserm.substack.com/p/how-schools-…
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Mark Enser 🌍 retweeted
@EnserMark The pupil who said she hadn't really improved, she'd just done what she was taught, is the line that stuck. Learning the method gets counted as cheating, not as getting better. Naming what she did that made it work (Step 4) seems the most direct answer to that.
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Mark Enser 🌍 retweeted
*** NEW POST ***
The next in the series looking at supporting unwilling writers.
In this post I go through some of the research into building pupil confidence in writing and how it can be applied in the classroom.
enserm.substack.com/p/why-is-a-bla…
The next in the series looking at supporting unwilling writers.
In this post I go through some of the research into building pupil confidence in writing and how it can be applied in the classroom.
enserm.substack.com/p/why-is-a-bla…
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*** NEW POST ***
The next in the series looking at supporting unwilling writers.
In this post I go through some of the research into building pupil confidence in writing and how it can be applied in the classroom.
enserm.substack.com/p/why-is-a-bla…
The next in the series looking at supporting unwilling writers.
In this post I go through some of the research into building pupil confidence in writing and how it can be applied in the classroom.
enserm.substack.com/p/why-is-a-bla…
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Mark Enser 🌍 retweeted
*** NEW POST ***
Do pupils with more knowledge on a subject write better?
Yes… but…
Both the yes and the but are important and have implications for what we do in the classroom.
enserm.substack.com/p/is-it-really…
Do pupils with more knowledge on a subject write better?
Yes… but…
Both the yes and the but are important and have implications for what we do in the classroom.
enserm.substack.com/p/is-it-really…
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Mark Enser 🌍 retweeted
*** EXCITING NEWS ***
My new book - POWERFUL GEOGRAPHY 2 - is due to be published in 2027 by @CrownHousePub
This book picks up where Powerful Geography left off, looking at the pedagogy needed to support a curriculum built on the principles of powerful knowledge.
My new book - POWERFUL GEOGRAPHY 2 - is due to be published in 2027 by @CrownHousePub
This book picks up where Powerful Geography left off, looking at the pedagogy needed to support a curriculum built on the principles of powerful knowledge.
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*** EXCITING NEWS ***
My new book - POWERFUL GEOGRAPHY 2 - is due to be published in 2027 by @CrownHousePub
This book picks up where Powerful Geography left off, looking at the pedagogy needed to support a curriculum built on the principles of powerful knowledge.
My new book - POWERFUL GEOGRAPHY 2 - is due to be published in 2027 by @CrownHousePub
This book picks up where Powerful Geography left off, looking at the pedagogy needed to support a curriculum built on the principles of powerful knowledge.
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This book examines how different pedagogical approaches combine to support pupils in gaining the capabilities from having access to geographical knowledge. This includes using:
✅ Dialogic teaching
✅ Geographical enquiry
✅ Cognitive science
amazon.co.uk/Powerful-Geogr…
✅ Dialogic teaching
✅ Geographical enquiry
✅ Cognitive science
amazon.co.uk/Powerful-Geogr…
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*** NEW POST ***
Do pupils with more knowledge on a subject write better?
Yes… but…
Both the yes and the but are important and have implications for what we do in the classroom.
enserm.substack.com/p/is-it-really…
Do pupils with more knowledge on a subject write better?
Yes… but…
Both the yes and the but are important and have implications for what we do in the classroom.
enserm.substack.com/p/is-it-really…
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Mark Enser 🌍 retweeted
*** NEW POST ***
Continuing to explore research on supporting pupils who struggle with writing - this time, looking at how to support pupils who write like they are speaking.
Is better oracy the answer or more grammar instruction? What can a teacher do?
enserm.substack.com/p/why-does-it-…
Continuing to explore research on supporting pupils who struggle with writing - this time, looking at how to support pupils who write like they are speaking.
Is better oracy the answer or more grammar instruction? What can a teacher do?
enserm.substack.com/p/why-does-it-…
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