pedagogy

On Professional Development: the smallness of repeated actions

Educational practice is, arguably, a specific form of human experience. Schutz describes “meaning” as a human reflection upon experience (or practice) making a distinction between experience and the meaning of that experience to the individual. In other words, what we do as teachers is not the same as the way we think about what we do. In… Continue reading On Professional Development: the smallness of repeated actions

Ofsted · pedagogy · Policy

On fabricated classroom practice: norm circles, placebos and evidence proxies

  I’ve been thinking about feedback; more specifically, how do you know whether feedback given to students is good or otherwise? Despite the research, I’m not convinced that feedback is a good thing per se. Good feedback is a good thing, bad feedback isn’t. You might think that is self-evident but research suggesting that feedback… Continue reading On fabricated classroom practice: norm circles, placebos and evidence proxies

Ed-Tech · pedagogy · Progressivism

On “powerful” progressive teaching: using ed-tech and storyboarding to secure key concepts

In the last blog I discussed creating the discourse of a subject. This is based upon infusing the discourse of the everyday with “powerful” concepts in order to construct pedagogic discourse. Story boarding is a teaching approach I use a lot particularly if the concepts are abstract and relatively complex. Constructivism seems to be constantly under fire. I… Continue reading On “powerful” progressive teaching: using ed-tech and storyboarding to secure key concepts

pedagogy · Powerful knowledge · Progressivism

On “powerful”progressive teaching: creating the discourse of the subject

Recently I was talking to a group of friends, not high achievers, in the conventional sense,  but well educated. Okay, they were teachers. Somehow the conversation got around to the most pointless things we learned at school. Universally it was mathematics at secondary school. We could all remember the words: sin, cosine and the quadratic…… Continue reading On “powerful”progressive teaching: creating the discourse of the subject

pedagogy · Progressivism

Neither teacher nor student: learning happens in the spaces in between

I don’t think you can easily identify a good teacher. Some students respond to one person in a way they would not respond to another. Good teams have a variety of teaching approaches delivered by teachers differentiated by personal beliefs and teaching styles. Students need to experience different personalities and teaching styles. The quirky and the… Continue reading Neither teacher nor student: learning happens in the spaces in between

pedagogy · Philosophy of Education · Powerful knowledge

The dangers for education of a simplistic ’cause and effect’ model of knowledge development

Biesta (2014) makes the point that over the last few years there has been an ongoing discussion about the place of knowledge in the curriculum: In a number of recent publications, the British sociologist Michael Young has argued that there is a need to bring knowledge back into the discussion about the curriculum (for example,… Continue reading The dangers for education of a simplistic ’cause and effect’ model of knowledge development