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Sir Ken Robinson is not just an amazing orator — he is the most-viewed speaker on TED.com. His three talks have been viewed an astounding 21.5 million times, making him the sneezing baby panda of the TED ecosystem.
How can a school investigate the students’ experience of learning?
How can a school investigate the students’ experience of learning? Do students and staff value the same learning experiences?
My heckles are risen so I need to post this and post it quick.
It’s become a trite and hackneyed truism that if they’re not learning you’re just talking. We’re all clear that teaching only happens when the little tinkers manage to make some sort of progress – preferably that of the rapid and sustained variety.
It’s been a long time since I first started thinking about writing this blog post.
Ofsted inspectors should keep out of the Secret Teacher's classroom until they improve. Photograph: www.alamy.com Dear Inspector, At the beginning of the year I asked all my new pupils to write down a description of their ideal maths teacher.
At TEDGlobal, educator Eddie Obeng highlighted a disconcerting thought — that the answers we learned in school aren’t necessarily true anymore. “This is what happened to us in the 21st century — someone changed the rules about how our world works,” says Obeng in this energetic talk . “The way to successfully run a business, an organization, even a country has been deleted. Flipped!
A lot of teachers have been told that OFSTED will require them to stop teaching their classes and, instead, make children sit in groups knitting their own yoghurts, pausing only to be lectured on the minutiae of how to distinguish a level 5c from a level 4a. The best antidote to this is to hear what Michael Wilshaw, the head of OFSTED, actually said to the RSA when asked to describe a good teacher. Here is a transcript of his comments: Perhaps I can start by mentioning two teachers to you that I remember from Mossbourne, my previous school. There are many good teachers there. I just want to mention two of them as a way of leading into this debate.
cc licensed image shared by flikr user HikingArtist.com Last week, our educoach chat (a twitter chat dedicated to instructional coaching and professional learning) focused on the topic of giving feedback. We shared our own experiences giving and receiving feedback and reacted to articles from the most recent issue of Educational Leadership (September, 2012, Vol. 70, No.1). Feedback is a topic we delved into in depth this summer as part of our book discussion chat on John Hattie’s . Synthesizing more than 900 educational meta-analyses, researcher John Hattie has found that effective feedback is among the most powerful influences on how people learn. (John Hattie, , Educational Leadership September 2012, Vol. 70, No. 1)
For the skills we are learning in Pebble to be internalised, understood, reflected upon and improved, we have for several years tried to find the best way of making sure that the evidence for this is created in a way which forms a coherent dialogue between teacher and learner. I think, at last we might have just about got it right! We use the PLTS as our focus for each Pebble unit, but the same could be done for any learning skills or dispositions you were focusing on. Students embark on a skills week before recording their understanding. This allows students to explore, try out and understand what this skill is.
As the former chief executive of the Joint Matriculation Board (GCE O- and A-levels), the Northern Examinations and Assessment Board and AQA ( GCSEs and A-levels), and the first chair of Ofqual, I am appalled that we have a secretary of state for education who chooses to turn the clock back to a time when the success of the few was valued against the failure of the many ( 'Ebacc' to replace GCSE exams , 18 September). No one who is responsible for the education of young people should be proud to introduce a system which will result in a greater number of students leaving school with no qualifications. Education is about encouraging success and the raising of aspirations, not the writing off of a generation, which is what this new, untried, untested policy, based on prejudice and untruths, will bring about. Mr Gove claims that GCSE has lowered standards.
I have designed this for my department to use as a tool to analyse what is going on in lessons, what we should be seeing if we are as good as we say we are (not just basking in our amazing GCSE results and thinking we know it all). I don’t expect to see all the evidence all the time, but I do expect to speak to students about their experiences, I should feel the buzz of learning happening and always see the little bleaters being constantly stretched.
One thing that I have been overwhelmed with since becoming a part of the Twitter community is the amount of amazing tweachers there are who have so many fresh ideas about teaching and learning. I see myself as a very forward thinking person in this area but even I have to admit that my own professional development has increased dramatically since being connected to other educators. And it’s not just from reading the various amazing blog posts that individuals promote, but some of the conversations that I observe or involve myself in have been rich and full of strategies and tips. Ideas bloom and blossom at every moment and I think that Twitter proves itself to be a significant tool for teachers, schools and education.