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Things in Education

This is our repository of all our newsletters which are delivered to the inbox of our subscribers.

List of Published Newsletters

Edition 3.19

5 July 2024.

Hello and welcome to the 71st edition of our weekly newsletter, Things in Education. We've had many interesting conversations with teachers over the last few months. And as we reflect on our learnings, we will periodically share our learnings and thoughts with you. We did the same a couple of editions ago, and today too, we are going to write about student understanding. Read More.

Edition 3.17

21 June 2024.

Hello and welcome to the 69th edition of our weekly newsletter, Things in Education. Today's edition has a few reflections on teacher professional development in India, based on our experiences over the last year. We would love to hear from you if your experience has been similar or dissimilar. Read More.

Edition 3.15

7 June 2024.

The NEP 2020 and various other guidelines emphasise the need for educators to transition from traditional lesson formats to project-based learning, inquiry-based classrooms, and experiential learning. We believe that at the foundation of all of these is the fact that students should be actively engaged in learning. And in this edition, we write about what it means to actively engage students in learning. Read More.

Edition 3.13

24 May 2024.

With the new academic year beginning and teachers preparing for their classes, we thought that we could summarise the different pedagogical approaches and what needs to be kept in mind while using different pedagogical approaches. Read More.

Edition 3.11

10 May 2024.

Hello and welcome to the 63rd edition of our fortnightly newsletter, Things in Education. Our organisation started with the question, "What can we do so that teachers can upskill themselves?" So when we write about continuous teacher professional development, it is very close to our heart. In today's edition, we go into why continuity is important in teacher professional development and what the different ways are in which professional development can occur (hint: there are more things apart from hands-on workshops). Read More.

Edition 3.10

26 Apr 2024.

Hello and welcome to the 62nd edition of our fortnightly newsletter, Things in Education. In today's edition we try to explore why Direct Instruction is so maligned as a pedagogical approach. Is it that there is no pedagogical upside to Direct Instruction? No. Are there some misconceptions about what Direct Instruction should look like in a classroom? As we find out, maybe. Read More.

Edition 3.9

12 Apr 2024.

Hello and welcome to the 61st edition of our fortnightly newsletter, Things in Education. Today we write about something that a lot of experienced teachers do intuitively. But we think that writing about it makes it concrete for the experienced teachers, as it is no longer just intuitive, but also research-backed. For teachers with fewer years in the field, knowing that you can blend two approaches while teaching comes as first, a surprise, and then a relief. Imagine that you didn't have to only follow the Reggio Emilia approach for foundational learning, but you could also take elements of the Montessori approach. Life becomes so much simpler for teachers! And dare we say better for students' learning outcomes. So let's dive into the what and how blending of approaches. Read More.

Edition 3.8

29 Mar 2024.

As we wind down yet another academic year as teachers, principals, school leaders, owners we thought this would be good time to post something that can help with self-reflection, building better hiring processes and just cooler ways to plan professional development. Today we write about how content knowledge is different than pedagogical knowledge and the ramifications of these in our approaches to teaching. Read More.

Edition 3.7

15 Mar 2024.

Hello and welcome to the 59th edition of our fortnightly newsletter, Things in Education. In this edition, we have tried to uncover the basics of what teachers need for the best chance of ensuring students meet their learning outcomes. We think that constant and frequent feedback on students' thoughts and actions are key to better planned and customised lessons. However, students' thoughts and actions are not easily seen. We write about a model of how to make students' thoughts and actions visible. Read More.

Edition 3.6

1 Mar 2024.

In today's edition, we write about which topics teachers find difficult to teach or are at least, not interested in teaching. Over the last few years, we have been meeting with teachers and we have seen that teachers find some topics harder to teach effectively than others. So we tried to make sense of it by asking: Are there any patterns to the topics that teachers don't like to teach? Are not good at teaching? And many more. Tell us if you agree with our model. We want to know if you have had different experiences. Read More.

Edition 3.5

16 Feb 2024.

In this edition of the newsletter, we annouce the launch of our Data-Informed Teacher Development. We have been doing teacher professional development for private schools and teachers from various government schools. Finally, after a year little more than a year of building, we think we have a solution that supports teachers and schools in the best possible way. And it exists as a combination of online and in-person intervention, and a combination of support and accountability in equal measure. And our favourite part is that the entire solution is modular. You only want the online part? Okay! You only want the in-person sessions? Okay! So dive in and have a look at our solution. Read More.

Edition 3.4

2 Feb 2024.

Hello and welcome to the 56th edition of our fortnightly newsletter, Things in Education. This In the last edition, we wrote about what is STEM in the foundational years and why it is important. We now explore the other side of exploring STEM in foundational years - the pitfalls. But before that, as promised in the last edition, we share examples how technology and mathematics can included in foundational STEM. Read More.

Edition 3.3

19 Jan 2024.

Hello and welcome to the 55th edition of our fortnightly newsletter, Things in Education. Does STEM have a place in a foundational learning classroom? Is it just a fad? Does it really help foundational development of learners? This edition explores these questions and hopefully shows why STEM is crucial in early education. Read More.

Edition 3.2

5 Jan 2024.

Hello and welcome to the 54th edition of our fortnightly newsletter, Things in Education. This edition is on foundational numeracy, specifically focussing on how an innately present number sense can be leveraged to teach mathematical operations. We hope that today's edition helps our readers pinpoint specific reasons why hands-on activities are important in teaching and learning foundational numeracy skills. Read More.

Edition 3.1

22 Dec 2023.

Hello and welcome to the 53rd edition of our fortnightly newsletter, Things in Education. Today we reflect on our work with teachers. We took the plunge to support and help in-service teachers, so what did we learn in the last three years? Read More.

Edition 2.26

8 Dec 2023.

We, at Things Education, have been working with teachers, teacher trainers, school leaders and sometimes students over the last three years. We have been reading, understanding and implementing some of the best practices of teacher professional development over these years. We thought that it would be a good idea to reflect on the process and see where we have reached as an organisation and also the area of teacher professional development in school education, in general. Read More.

Edition 2.25

24 Nov 2023.

Today we write about a critical component of teacher development – breaking of ineffective habits and creation of effective ones. Breaking old habits and creating new ones is not an easy task, and definitely not one that can be achieved in a single TPD session. How can we use evidence from neuroscience and social science to make TPD more effective? We write today about this specific issue, based on a paper by Hobbiss, M., Sims, S., & Allen, R. (2020). Read More.

Edition 2.24

10 Nov 2023.

Today we write about a part of teacher professional development which a lot of us tend to forget or maybe ignore. Classroom observations. Classroom observations are subjective, difficult and effortful. No wonder they are avoided. We write today about how one may be able to approach classroom observations without it being a pain in the neck. Read More.

Edition 2.23

27 Oct 2023.

The Things Education team is made up of teachers – teachers who have taught in different situations, taught different subjects and grades, and taught using different approaches. Over our several years of individual and combined teaching and teacher training experiences, we believe we have a fair understanding of what kind of support teachers will benefit from – and all our expertise has now taken the form of a fantastic new teaching tool, TEPS. But what do we think is the right kind of support? And why? Dive into this summary edition of our newsletter to find out. Read More.

Edition 2.22

13 Oct 2023. 

Imagine this situation: You are a Grade 3 English teacher in India, and you are following a manual of standardised lesson plans to teach skills of reading, writing, grammar and vocabulary. This week, the lesson plan requires you to read the poem ‘Bed in Summer’ by Robert Louis Stevenson, the Scottish novelist and poet. This poem comes highly recommended, because it forms part of the poet’s collection called “A Child’s Garden of Verses”, it is at just the right reading level for Grade 3 students, and it uses endearing imagery and rhyme. Read More.

Edition 2.21

29 Sep 2023. 

Many times when we are having conversations about assessments or lesson plans or even specific activities in lesson plans, we ask a question to teacher, "What is the learning outcome of this lesson?" It is uncanny how many times we don't get a specific answer to the question. So in today's edition we break down the components of learning outcomes and give you simple do's and don't's of creating a learning outcome. We believe that having clearly defined learning outcomes are the first step to any teaching-learning plans.