I spoke recently with one teacher who described with some frustration how CPD has come to a standstill in her school. What she described will be familiar to many – the demands of remote teaching, Covid-19 regulations and the associated workload impact, staff shortages and closing the gaps for children who have missed chunks of their education all mean that our attention has been very much on operational matters.
But a few minutes later we were talking about how those same demands had shifted teachers’ thinking about teaching and learning interactions – going back to basics and focusing on the quality of probing questions to find out where children are, what they really know and can do:
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