iiinova — where your digital self keeps evolving

Reposted by @bobbymurray232.bsky.social

Sue Cowley @suecowley.bsky.social · 10/07/2026

If they don't learn the way you teach, teach them the way they learn. That's #inclusion really.

Reposted by @bobbymurray232.bsky.social

Sue Cowley @suecowley.bsky.social · 11/07/2026

Nobody 'needs' a salary of over £10k a month like Moynihan. This idea that 'great people' will only do a job if the pay is high enough is insulting to the majority of people in education on normal wages. A football manager mentality has no place in education. schoolsweek.co.uk/over-180-aca...

schoolsweek.co.uk

Over 180 academy bosses earn above Labour's £174,000 cap

Union boss says schools are struggling while salary 'gravy train' allows CEOs to get bumper rises

2217

Reposted by @bobbymurray232.bsky.social

Christian Moore-Anderson @cmooreanderson.eurosky.social · 03/07/2026

Teaching Meaning's already earned 4.83⭐ from 17 ratings. This is a disruptive book. The EduCognitivist movement read research on study techniques & recreated the lesson in their image. I dig wider into cognitive science to create a model, not of study techniques, but of the lesson itself.

The book cover and rating of Teaching Meaning on the website goodreads.com

012

Reposted by @bobbymurray232.bsky.social

Stuart Rowntree @primarythink.bsky.social · 27/06/2026

This is exactly it. We judge schools too much as isolated units, not as actors in a local system... A school that holds complexity, includes vulnerable pupils & does hard work of keeping them meaningfully in education is doing something accountability barely sees.

021

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 06/06/2026

Hard to do this when many teachers feel undervalued, when school leaders can’t challenge underperforming staff because they’re better than the “cover” and can’t spend the time supporting them with their more inspirational colleagues because there isn’t the budget to allow surplus in timetables

010

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 06/06/2026

Another insightful read…as well as the contextual control vs autonomy issue wouldn’t it be useful to consider generating an environment where teachers want/ are able to spend more time reflecting, planning and tweaking- as well as training on the intellectual underpinnings of curricula design?

241

Reposted by @bobbymurray232.bsky.social

Bylines Network @bylinesnetwork.co.uk · 06/06/2026

Hey you must pop by and do something with Bylines Network sometime soon. Perhaps a podcast type thing with @mikegalsworthy.bsky.social, or just a girls thing?

03714

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 06/06/2026

Don’t forget the taking credit for the things that you are already doing that actually helps…some of the RISE team work springs to mind.

011

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 06/06/2026

Brilliant article if only more policy makers did a bit more thinking about their aims and the actual outcomes of their choices!

021

Reposted by @bobbymurray232.bsky.social

Virginia Helena @v-helena.bsky.social · 24/05/2026

Handwriting isn’t just “slower typing.” EEG studies show writing by hand recruits broader sensorimotor, visual, memory, and attentional networks than typing the same words. The brain learns through movement too, not only through information. 🧠✍️ #neuroskyence #neuroscience #brain #EEG #words

1472723808

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 22/04/2026

The law of unintended consequences has led to this? A focus on curriculum (last 8 years) is vital to ensure what we are teaching is coherent and develops coherently but has led to this over simplified, reductionist perspective. Teaching must be relational since it involves 30+ humans

010

Reposted by @bobbymurray232.bsky.social

AR @psalisbury.bsky.social · 18/04/2026

Talking to more and more Heads that are struggling to cope with the demands of the job. I'm convinced we need to redesign our roles, acutely assess how we spend our time, re-evaluate priorities and change. We can't work the way we did 5 or 10 years ago, the game has changed.

12506

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 18/04/2026

Another great article provoking whilst highlighting an important thought process we should all remember to revisit. marymyatt.substack.com/p/from-cover...

marymyatt.substack.com

From coverage to coherence

Well hello there, and welcome to update #187!

000

Reposted by @bobbymurray232.bsky.social

Marcus Luther @marcusluther.bsky.social · 17/04/2026

"Rather than being lionized as champions, many teachers simply want to be treated like professionals." This piece by @zachczaia.bsky.social was everything I needed to read this morning: zachczaia.substack.com/p/i-dont-tea...

zachczaia.substack.com

I Don't Teach Like a Champion

(But I Do Want to be Treated Like a Professional)

1122

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 11/04/2026

Great read and an excellent evaluation of the strengths and pitfalls of modelling. Thanks @didau.bsky.social

121

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 10/04/2026

Great article and placing acting above listening can never be a bad thing regardless of your view on learning- thanks @cmooreanderson.bsky.social

011

Reposted by @bobbymurray232.bsky.social

Christian Moore-Anderson @cmooreanderson.eurosky.social · 31/03/2026

There are aspects of the EduCognitivist movement that reflect Taylorism: "Every second counts". This is defensible within the assumptions that schools function like production lines: the goal is the most efficient transmission of knowledge from head to head. But, learning doesn't happen this way.

571

Reposted by @bobbymurray232.bsky.social

Sue Cowley @suecowley.bsky.social · 31/03/2026

Imo there has to be a recognition that teachers cannot be 'on' 100% of the time because it's too exhausting. I've just seen someone saying that everyone must be learning 100% of the time in class. This kind of fervent, unrealistic claim is not good for staff or children's wellbeing or mental health.

87011

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 28/03/2026

Lots to like here thanks, the reason this new route appeals to some is because- it could be possible but in order to bridge the contradiction you so effectively highlight you’d need private-school level class sizes- 13 similar students + 2 completely adapted is possible-22+10 is not.

100

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 28/03/2026

Absolutely brilliant article that rightly brings self-reflection, complexity and uncertainty back into pedagogical discourse. Not to mention a healthy dose of Wittgenstein style language perspectives thanks @cmooreanderson.bsky.social

121

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 24/03/2026

Not the first time this has been raised- the inequity created when the rest are left to deal with all the most vulnerable and complex is very real.

000

Reposted by @bobbymurray232.bsky.social

Sue Cowley @suecowley.bsky.social · 24/03/2026

Many thanks for all the shares. Please let any colleagues know who might find these useful. ⬇️

013

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 24/03/2026

Well if you watched any of the Webinars that were Orwellian in their attempt to promote clear predetermined messages it was all driven by parental feedback. Despite politicians insistence everyone be average at Maths a few decision makers could have done with looking at the sample size!

110

Reposted by @bobbymurray232.bsky.social

Michael Tidd @michaelt1979.bsky.social · 20/03/2026

schoolsweek.co.uk/fury-as-ofst... There are heads around like this - presumably raised in Michael Wilshaw's image - who think that you can just demand and bully success from things by being "tough" or "unapologetic". The damage they cause goes unregistered in the all-powerful data.

schoolsweek.co.uk

Fury as Ofsted digs in on ‘low expectations’ barb

Oliver told the ASCL conference he would 'never acquiesce to the quiet curse of low expectations'

22315

Reposted by @bobbymurray232.bsky.social

Sue Cowley @suecowley.bsky.social · 21/03/2026

I think there's a very important lesson in this for educators. I always mention aphantasia when I'm doing sessions on adaptive teaching. Quite a lot of people don't even realise they have it.

4236

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 21/03/2026

Horrendous story not just because of the arbitrary and unwarranted book banning, but the complete lack of regard that seems to have been paid to neurodivergent staff and pupils too.

010

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 21/03/2026

This is why I love the discipline of History and why it is so important in today’s society- which other discipline so clearly demonstrates how flawed assumptions, lack of a complete picture and retelling can erroneously shape millions of people’s facts!

000

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 21/03/2026

Completely agree. The challenge for school leaders is not to fall into the trap of seeing these high fidelity simplified systems as being the active ingredient. Especially when faced with the dual challenge of academically “successful” examples of it working & high accountability inspections.

011

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 21/03/2026

The really pernicious thing about the acting on model aside from it’s oversimplification & attempt to reduce education to simple formulae is it gains traction from the evidence of a lot of successful books and academy chains/outstanding schools- who socially engineer a more homogenous population

110

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 21/03/2026

A fantastic summary of a truly responsive approach to T&L that avoids the one size fits all mantras of some. Thanks @cmooreanderson.bsky.social

111

Reposted by @bobbymurray232.bsky.social

🦑David at Nautilus @david-at-nautilus.bsky.social · 19/03/2026

Part of being a headteacher is knowing when to ignore the noise. Staying positive, focusing only on the children that you serve, and not letting other things taint your day. #edusky #TeachersOfBluesky #TeacherLife #Teachers #BlueskyTeachers #TeacherCommunity #Education

052

Reposted by @bobbymurray232.bsky.social

Stuart Rowntree @primarythink.bsky.social · 25/02/2026

Oak’s value is access and coherence under constraint. But state made curriculum at scale without proper consultation risks centralising power, distorting the market and narrowing professional agency. Keep it lean, transparent, optional and evidence led.

011

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 26/02/2026

This is the argument against this approach- it doesn’t happen when schools adopt a behaviourist approach. The arg. they make is if needs are met there is no SEND need that needs a different consequence as that isn’t how the real world works- Doing otherwise lowers expectations.

100

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 26/02/2026

Agreed and viewed as whole or at a student level fails too many. Although serves those schools who adopt it fairly well- making it a tempting path to take for leaders

111

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 26/02/2026

Totally agree my hypothesis is those behaviourist approaches create exclusion by compliance but are often then better on other metrics I.e. attainment they also become self selecting like KB’s school in they attract parents who conform to their norms

000

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 26/02/2026

My personal preference is to have consistent boundaries but a more adaptable consequence system this is a lot more work and harder to get right than the alternatives and does need effective communication to staff, students and parents

000

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 26/02/2026

The govts Behaviour Hubs programme taught that students respect consistent boundaries- if staff input decides sanction/consequence you have inconsistency therefore an inconsistent behav. system. Students don’t like this and it is argued struggle to know how to respond. But there is a huge downside.

200

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 26/02/2026

I agree with the points made. In service of: clear boundaries/consistency, + in response to the recruitment crisis cf. teachers dealing with poor behaviour as a reason for leaving- sanctions have, in lots of schools become consequences- enabled by systems that apply workflows without human input.

100

Reposted by @bobbymurray232.bsky.social

Dan Morrow @moremorrow.bsky.social · 25/02/2026

This is really welcomed news

042

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 25/02/2026

I hope schools are brave enough to just make the adaptions common place. This is the right thing. However it doesn’t require a stretch of imagination to understand which types of school and under pressure school leader might make a different choice.

110

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 25/02/2026

Couldn’t agree more… with either of you. The minute you make something statutory in a public institution the paperwork required by the accountability system means schools are left to spend their staff time on either covering themselves on the paperwork front or doing the actual work.

120

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 23/02/2026

4/ I think the idea sounds like it should work and I hope it does. Inclusive teaching feels like the right approach. I just fear it isn’t practical given the scale of the problem and the logistical challenges. A-Level classes of 50, GCSE classes of 35, KS3 classes of 15-20 and it might work

120

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 23/02/2026

3/ Cue PSHE teacher justifying that the 15-30 minutes of PSHE missed weekly can be effectively caught up. Add the admin to the teacher who is already dealing with 8-10 different plans in their class. The only way this will have the impact is smaller class sizes and we can’t staff classes we have.

120

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 23/02/2026

2/ evidence needs to be collected to explain that said student’s intervention has been successful. With all the problems of evidencing a counter factual. Now what if the timetable has 1hr of PSHE after PE. Does this amount to narrowing of curriculum as student A is missing lots of PSHE?

120

bobbymurray232.bsky.social @bobbymurray232.bsky.social · 23/02/2026

1/ I think the paperwork will arise as always with the accountability. The new OFSTED framework says interventions have to be evidence informed and effective. Also you shouldn’t narrow a curriculum for a child. So evidence needs to be found to justify student A needing time to regulate emotions.

120

Reposted by @bobbymurray232.bsky.social

Michael Tidd @michaelt1979.bsky.social · 23/02/2026

Some cynics might have thought we'd seen all this stuff before, but clearly things have changed: the triangle is now upside-down. 😆

Triangle, with apex at the top, showing four layers from 'All children' at the base, rising through 'School Action', 'School action plus' to 'Statement'
(The pre-2015 SEND model)

Triangle, with point at the bottom, showing three layers of support, with 'Targeted' at the broad top of the diagram, then 'Targeted plus' and narrowing to 'Specialist'

1216

Reposted by @bobbymurray232.bsky.social

Kimiko Shibata @eslfairy.bsky.social · 22/02/2026

Educators are caring adults who can establish relationships with children who have experienced trauma, BUT… teachers are not therapists. Schools can be a safe place, BUT… schools are not treatment centres. We need to stop pretending that classrooms can replace real mental health support.

26418116