A few months ago I was invited to do an interview for a Saudi Television company. I was in Riyadh, Saudi Arabia to keynote a conference on technology enhanced learning, and yet for the interview I ended up talking about reflective practice and pedagogy. My key point was that reflection on practice is a key strategy every teacher should adopt, because thinking critically about what has occurred while you are in action, and considering ways to improve your decision making and skills application are essential elements of any form of professional practice.

Something that is less easy to achieve is reflection in practice. When you are in the thick of it, it is often important to consider what is happening and perhaps change tack, if what you are doing isn't working as well as you expected.

Pedagogy is not about directing children. Nor is it, in Brennan's terms 'concerned with the work or art of being a teacher.' Those are mere glimpses of the reality, and only a part of a larger equation. In its absolute form, pedagogy is not just about teaching. It does not simply concern itself with the 'delivery' of education or content. In the truest sense, teaching is just one element of pedagogy and not the entire story. Pedagogy focuses on the learner and what they are capable of achieving.
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It is said that Robert the Bruce once sat in a cave watching a spider as it attempted to spin its web. While in exile and hiding after a defeat at the hands of the English, he was inspired by the small arachnid as it tried time and time again, and never gave up. Whether Robert the Bruce was actually inspired by watching a spider spinning its web I know not.  But I can see how such a spectacle could be turned into inspiration.

Inspiration to try again comes from many sources.

There seems to be a growing divide between teachers who share their content, and teachers who don't. In a previous blog post, I gave seven reasons why teachers should blog. It was subsequently expanded to 10 good reasons by the contributions from readers - which is actually an eleventh reason why teachers should blog - you get back such great comments, suggestions, arguments and advice, it would be crazy not to share your content.
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I presented a keynote at the Curriculum Enhancement Day for Portsmouth Business School recently, and chose this bright coloured image as one of my opening slides. It is as beautiful as it is intriguing, and it's known as the Mandelbrot Set. I didn't choose it solely for its visual impact, although as you can see, it certainly is quite a stunning image, and there are many variations. I chose it because I wanted to use it to make a point about what education is, and what education can become.
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All good things come to an end.

This term I say farewell to not one, but two groups of my student teachers. It has been quite a journey for all of us.

The third year B.Ed (Hons) education students are leaving, and so are our fourth year students - the last cohort of an older 4 year programme. In September I will see them all together one last time when they return to the university to receive their degree awards in a ceremony on Plymouth Hoe.

It was a lot of fun to be in Barcelona at the same time as Doug Belshaw, Martin Weller, Audrey Watters and several other members of my PLN. We were there for two different, overlapping conferences and it was too good a chance to miss. So, one evening as the sun was setting, a whole bunch of us ended up  down a side street in a tapas bar enjoying the culinary delights of the Catalan capital.

After a few glasses of sangria we began regaling each other with our stories.
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