Ofsted · pedagogy

On Ofsted and policy: a confusion of knowledge

I previously wrote about a knowledge policy discourse in education dismissing thinking skills. At worst it conflates knowledge with thinking; at best it pays lip service to “thinking skills” and creativity. It is not necessarily surprising, policymakers and their SpAds have to stitch together a coherent policy narrative that makes sense to a wider audience… Continue reading On Ofsted and policy: a confusion of knowledge

pedagogy

On the clever but troublesome discourse of Cognitive Load Theory

I’ve previously written about clever discourse. It is a type of discourse that generates plausible ideas purportedly rooted in evidence. Such ideas seem unassailable,  common-sense facts from reputable sources; however, further scrutiny suggests otherwise. A classic example of clever discourse is the current government’s claim to have increased the number of children in good and… Continue reading On the clever but troublesome discourse of Cognitive Load Theory

pedagogy · Policy

On Dom Cummings and the truth about direct instruction

I should not find Dom Cummings interesting, but I do. He has interesting things to say about programming, analytics and the research that integrates human thought and action with new technologies. He is also a straight talker and tells the truth. You get the feeling he would tell you he is going to lie before… Continue reading On Dom Cummings and the truth about direct instruction

Ed-Tech · pedagogy · Philosophy of Education

On the Unreal: VR and embodied embedded social cognition

I wrote previously about disruptive technologies and their impact on education. In this blog, I consider how content delivery technologies like Virtual Reality (VR) and Gamification will transform the role of the classroom practitioner. Aptly named game design companies like Unreal, the publisher of titles like Fortnite, ARK: Survival Evolved, Tekken 7 and Kingdom Hearts III… Continue reading On the Unreal: VR and embodied embedded social cognition

pedagogy · Policy · Progressivism

Singapore and PISA: a policy warning for England

In this blog,  I consider whether Singapore has implemented Western ideas better than the West, which arguably has resulted in significantly improved PISA results. Based on a tweet (see below), Greg Ashman suggested I had an unusual take on Singapore’s PISA success: (…) Katharine Birbalsingh commented on Finland’s decline in performance in the Programme for International… Continue reading Singapore and PISA: a policy warning for England

pedagogy · Philosophy of Education · Policy

PISA on Michaela: the politics of teacher-directed versus enquiry-based instructional design

Andreas Schleicher, a statistician and researcher in the field of education, is the Division Head and coordinator of the OECD Programme for International Student Assessment (PISA) and the OECD Indicators of Education Systems programme. He recently made a visit to Michaela Community School, which you can read about in a blog entitled “where working hard… Continue reading PISA on Michaela: the politics of teacher-directed versus enquiry-based instructional design

pedagogy · Philosophy of Education

Design Thinking for Teachers 2.0: designing learning experiences for the storytelling animal

In my last blog, I introduced the concept of Design Thinking. I argued, that more organisations than ever are taking a human-centric approach to evolving their existing practices and generating new ideas. I worry education is falling behind. In this blog, I want to formalise the design process by outlining a Design Thinking model. As Ruth points out, Design Thinking is… Continue reading Design Thinking for Teachers 2.0: designing learning experiences for the storytelling animal