By Allan Alach
I welcome suggested articles, so if you come across a gem, email it to me at firstname.lastname@example.org
If I Were Secretary of Education – A Classroom Teacher’s Fantasy
If only teachers were given the chance to run education.
‘I’m only a classroom teacher. The powers that be don’t trust someone like me with that kind of responsibility. It’s okay to give me a roomful of impressionable children everyday, but there’s no confidence I can make sound policy decisions. For that we need someone with experience in management – not schools, pedagogy, children or psychology.’
Creativity and Academics: The Power of an Arts Education
‘The arts are as important as academics, and they should be treated that way in school curriculum. This is what we believe and practice at New Mexico School for the Arts (NMSA). While the positive impact of the arts on academic achievement is worthwhile in itself, it’s also the tip of the iceberg when looking at the whole child. Learning art goes beyond creating more successful students. We believe that it creates more successful human beings.’
Government hell-bent on dismantling public education, says Auckland professor
New Zealand education is also under attack, as the government follows the overseas rule book.
‘Make no mistake, Minister of Education Hekia Parata is on a mission to systematically dismantle public education. Changes already in place and those planned will radically alter the education landscape in New Zealand. Public education serves many purposes. It prepares young people for a life of work, teaching basic skills in literacy and numeracy. This is seen as its primary purpose by the minister.’
Why I Threw Away My Rubrics
‘It was only when I was on the receiving end of a rubric, while taking a graduate-level education class, that I had my first critical thought about rubrics. After looking at the rubric the professor had completed for me, I wondered, where is the human response in all of this?’
The Problem with Exemplars
‘While I believe showing examples of quality work can be useful, many students immediately shut down when they perceive too great a gap between their current ability and what is deemed exemplary. I’m certainly not against the use of high quality exemplars but caution against too few examples as well as a lack of scaffolding to see where incremental success can be found. In addition, the power comes when the student decides what they want their work to be.’
Charters and Choice: Research Shows Negative Impact
So much for the ‘school choice’ ideology:
‘The press continually gets eye-fulls of graphics indicating that accountability and charter schools can increase student performance. Rarely are these studies peer reviewed and almost none ask the questions that policy researchers should investigate. Few ask what will be the most likely results of reforms. These papers shout out the supposed benefits of favored policies while ignoring their inherent costs.’
Contributed by Bruce Hammonds:
Modern Learning Environments (MLEs) – pedagogy from Jerome Bruner
Bruce’s latest blog posting:
‘Bruner’s ideas are in opposition to the standardized direction being imposed on our schools but are surely the essence of what a modern learning environment is all about? ‘Towards a Theory of Instruction’ is the book, first published 1969, I want to share today..’
Finnish education: a system based on equity, trust & responsibility
Yet another article on Finland for the reformers to ignore. Why is this? Maybe this is the answer:
‘Teaching is a respected profession In Finland, and teachers have a great deal of autonomy in the delivery of the curriculum and caring for their students’ welfare and learning.’
Getting Restless At The Head Of The Class
‘They read a book quietly under their desks, pester the teacher for extra credit, or, perhaps, they simply check out and act up. Every classroom has a few overachievers who perform above their grade level and don’t feel challenged by the status quo. A new report suggests they are surprisingly common — in some cases, nearly half of all students in a given grade.’
From Bruce’s ‘goldie oldies’ file:
Why are teachers so reluctant to change?
‘Changing entrenched mindsets is a difficult task even for those in charge. Leaders are more conditioned that those lesser mortal working at the fringes. The idea of getting to the top to change things is a myth. Creative ideas are always watered down by what is possible – the art of compromise.’
An amoeba – a model for future change!
‘It seems strange to think of one of natures most simplistic animals as metaphor for an organizational model for the future but the amoeba is a good choice, as it has survived almost as long as life has been on the planet. It is able to sense environmental threats through its semi permeable membrane and move away from threats – it is also able to equally sense the opportunity to move to a better environment or to seek out food which it simply engulfs. The intelligence of the organism is centred in its nucleus and a deeper look indicates it is not as simple as it first looks.’
The killing of creativity by the technocrats.
The killing of creativity by John Hattie
‘As I visit classrooms I have become increasingly concerned about the use of a number of strategies as defined by John Hattie and promulgated by the contracted advisers spreading the word about his ‘best practices’.Somehow, just because Hattie has amalgamated every piece of ‘school effectiveness’ research available ( mainly it seems from the USA) his findings, it seems, ought to be taken for read. The opposite ought to be the case – we need to be very wary of such so called ‘meta research.’. More worrying however is that the approaches he is peddling is pushing into the background the home grown innovative creative learning centred philosophy that was once an important element in many classrooms. Overseas experts always seem to know best – or those that return with their carpet bag full of snake oil.’