There has been some talk about snake oil on eduBLOG’s recently. It is usually followed by a denigration of learning styles and Brain Gym. The former I have used, myself, as an example of the pedagogic illiteracy of the ruling orthodoxy of education.The latter I have seen in Tesco but not so much in education.… Continue reading Snake oil is dead, long live snake oil: on the use of collaborative pedagogic tools as an antidote
The debate between @jon_brunskill and @imagineinquiry is an example of Twitter at it’s best. Two professionals engaging in a positive discourse on a substantive issue. I can’t help feeling though that @john_brunskill hasn’t dealt with the argument put forward by @imagineinquiry. I think it is an interesting issue because it neatly spans the fault line… Continue reading On learning and indoctrination: a quick thought on the @john_brunskill and @imagineinquiry debate
Jayne Stigger recently wrote an article in the Guardian that rightly identified an issue with OFSTED and FE. Jayne’s suggestion that the OFSTED inspection model should be replaced with a peer to peer alternative certainly has resonance. In this article I hope to continue the conversation that Jayne began because in my view FE has significant structural problems and… Continue reading OFSTED and Further Education (FE): can the circle be squared?
This is a response to David Didau’s further thoughts on evidence. First of all I would like to say that this is the latest in a number of BLOGS exploring the view that there is a tendency to edu-positivism amongst edu-BLOGGERS. I define this as the adoption of what I would regard as a populist view in… Continue reading On edu-positivism and a move to the middle ground: a second response to David Didau