Making Every Lesson Continue to Count (11 Years Later) with Shaun Allison and Andy Tharby, Mind the Gap, Ep.126 (S6,E24)
episode
Mind the Gap: Making Education Work Across the Globe
59 min
4 speakers
8 chapters
transcribed 1 month ago
Transcript
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Transcript generated automatically by AI and may contain errors.
Who are Shaun Allison and Andy Tharby and what roles do they hold at Durrington High School?
Hello and welcome to Mind the Gap. Making education work across the globe with me, Tom Sherrington and Emma Turner. Hello Emma.
Hello Tom, we've got double trouble tonight.
Yeah, we have. We've got the absolutely legendary Sean Allison and Andy Tharby. Welcome to Mind the Gap.
Hi. Thanks, Tom and Emma. Nice to be here.
Yeah, so I think, you know, we it's we could have invited you ages ago, but I feel like there's something which prompted me to invite you and get you which was that you were talking about uh your ma amazing work, making every lesson count and how it sort of Well I think ten years, people someone will say it was actually eleven years since you published the book. And so we feel like It's worth review go going back to it. But before we do that, because you know we've we've got uh people listening in from Uh, a lot of countries like Australia, Canada, US, people tell us they listen. And so some people will mu know more about you than others. But yes, do you wanna just just tell people kind of where you work or what your work is?
Let's start, start with Sean, how 'bout you?
Sure. Hi everybody. My name is Sean Allison. I um I'm a co-head teacher of a large secondary school on the south coast of England, which is called Durrington High School. I've worked at Durrington High School for 16 years now. I came there as a deputy head. I then opened up the research school there. I was the director of research. School. Um, I met the lovely Andy Tharby there. Uh that's where our uh our romance blossomed, wasn't it, Andy? Um, and I've been head there for um I think it's four years. I think this is my fourth year, um, and I'm absolutely loving it. Um I'm still very very passionate about evidence informed practice. I'm still very passionate about teaching, which I think always sounds a bit odd as a head teacher, but yeah, when I hear people saying that, but uh I am very passionate about teaching and helping teachers to get better and better and better in this crazy world of education that we're in.
So yeah, that's me.
How l how long have you been at Darrington all together then? Sixteen years. Sixteen years, right. That's that's uh that's dedication. Yeah, yeah. How about you?
Yeah, so he's my boss now, officially. So I have to be uh I have to be polite about him. Um so I've been working at Darrington for twenty years. Um I had a short time away, which didn't go that well, so I c I returned. Um I've been an English teacher, um, head of English now. Um and also working kind of across the school on literacy and various other bits. And also for quite some time worked with Sean when we we set up our research school. Um we kind of became interested in evidence informed education at quite an early stage when a few others were becoming involved. and interested and and and sort of having two of us in one school working on it, I think just sort of um help the interest to blossom at both ends and then
the the opportunity came um to to we w we were both blogging, but the opportunity came to write making every lesson count. Uh the book And I suppose what we were trying to do in the book really was just to sort of Take a lot of ideas we had heard from a roundabout on Twitter. Twitter was just becoming really popular then. Um education research and just things we'd noticed about all those sort of excellent teachers we'd both worked with in different capacities. Um we s sort of sort brought them together and yeah. So I've been working at Darrington for twenty years and yeah, I think the key thing about us really is that we we do still work in schools and work with work with ordinary children and and and teachers.
And I'm a science teacher as well, Tom. I forgot to mention that, of course. And uh and I still teach science as well.
Yeah, I was gonna I was gonna sort of highlight the fact that between the two of you, it's good that you've got science and English, you've got sort slightly different perspectives, but then you just sort of combined your thoughts. And I remember seeing go going back, this is where I have my um you know the sort of
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Chapters
8 chapters
1
Who are Shaun Allison and Andy Tharby and what roles do they hold at Durrington High School?
0:10–6:07
2
How did the six principles of ‘Making Every Lesson Count’ originate from classroom practice?
6:07–14:12
3
What is a research school and how does it support teachers at Durrington?
14:12–20:12
4
Why are the six principles still considered solid and unchanged after 11 years?
20:12–27:50
5
How would the principles be adapted for primary education and which parts might be removed?
27:50–36:13
6
What practical tools—like progress‑tracker arrows—help implement the principles in lessons?
36:13–44:13
7
How can new teachers use the six principles to improve questioning and feedback?
44:13–52:48
8
Is there a plan for a new edition or Volume II of ‘Making Every Lesson Count’?
52:48–59:12
Speakers
4 identifiedMore from Mind the Gap: Making Education Work Across the Globe
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Where the Magic Happens: Inside an Exceptional EYFS Classroom with Dixie-Louise Dexter, Mind the Gap, Ep.123 (S6,E21)