Assessment For Learning · Education and Politics · OFSTED · Policy and Practice · Teaching and Learning

On feedback in education: norm circles and evidence proxies

I’ve been thinking about feedback. More specifically how do you know whether it is any good or not? 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. Unfortunately, feedback has become a virtue as a “thing in itself”. I’m not convinced… Continue reading On feedback in education: norm circles and evidence proxies

Ed-Tech · Progressivism · Teaching and Learning

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

Powerful knowledge · Progressivism · Teaching and Learning

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 had ever learned at school. Universally it was Math at secondary school. We could all remember the words: sin, cosine and… Continue reading On “powerful”progressive teaching: creating the discourse of the subject

Progressivism · Teaching and Learning

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 teachers, Students need to experience different personalities and teaching styles. The quirky and the boring can be equally effective in balanced teams. On the… Continue reading Neither teacher nor student: learning happens in the spaces in between

Philosophy of education · Powerful knowledge · Research · Teaching and Learning · Traditionalism

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

Biesta (2014) makes the point that none of us can have failed to notice 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… Continue reading The dangers for education of a simplistic ’cause and effect’ model of knowledge development

Education and Politics · Policy and Practice · Teaching and Learning

The “others” who just know

Have you ever wondered who makes the decisions that affect us in the classroom? Yes? So have I. So if you’ve ever been to a professional development session and wondered where a particular concept came from then sometimes it’s worth doing a bit of digging. I once took the time to try to find out… Continue reading The “others” who just know