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Knowing Me, Knowing Ed-U: Daisy Christodoulou

Knowing Me, Knowing Ed-U: Daisy Christodoulou

FromThe Evidence Based Education Podcast


Knowing Me, Knowing Ed-U: Daisy Christodoulou

FromThe Evidence Based Education Podcast

ratings:
Length:
48 minutes
Released:
Feb 13, 2018
Format:
Podcast episode

Description

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people.

We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music.

Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?

In this episode we chat with Daisy Christodoulou, Teacher and Director of Education at No More Marking. We talk school life, growing-up amidst east end street markets, captaining the Warwick University Challenge team, music hall songs, teaching, Comparative Judgement and more. Our conversation is interspersed with Daisy’s three song choices and we finish with the usual big question.

As well as listening to the podcast, you can find out more about Daisy and her work through these links:

Find out more about what Comparative Judgement and No More Marking has to offer
Take a look at Daisy’s books
Follow Daisy’s work on her blog

If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.
Released:
Feb 13, 2018
Format:
Podcast episode

Titles in the series (49)

A podcast from the EBE team discussing how evidence-based education can have a practical and achievable positive impact on pupil outcomes