By Allan Alach
The new government in New Zealand means that the previous government’s National Standards & associated policies (our version of GERM) will be no more. Sanity is returning to New Zealand education.
I welcome suggested articles, so if you come across a gem, email it to me at email@example.com
Why I Don’t Have Classroom Rules
A high school teacher tries a classroom management experiment thinking it will fail. Years later, he’s still at it.
‘Although I encouraged my students to think critically and challenged myself to develop new methods of instruction, the actual conduct of the class seemed at odds with all that. I wanted my students to do more than just follow rules handed down to them. I wanted them to understand why those rules exist, and be willing to interrogate ones that didn’t seem valuable, meaningful, or useful.’
Ten Things Pixar Can Teach Us About Creativity
‘For the last two decades, Pixar has produced some of the most creative and epic films of this era. But this is the result of a culture of creative collaboration built on ideas of being frank, taking chances, and failing forward. So, what can educators learn from Pixar as we design collaborative projects?’
The fantastic new ways to teach math that most schools aren’t even using
‘At the level of the individual teacher, we have found that preparing teachers to make small changes in status quo practices and tools can be a successful approach that is both manageable for teachers and meaningful for their students. In my work with novice teachers, the small changes I emphasize most include:’
Schools Must Get The Basics Right Before Splashing Out On Technology
‘For years, schools and education experts have debated whether technology belongs in the classroom. Now the discussion has shifted and even schools that had thus far resisted the educational tech revolution are being swept into what’s become a multi-billion-dollar market. The question now isn’t whether technology has a place in schools, but which devices would work best: laptops, tablets, smartphones or something else entirely? However, maybe it’s not the device that schools should be preoccupied with – but rather how students use them to learn.’
How a British School Improved Its Math Scores without Teaching a Single Math Lesson More
‘“We could have gone down the route where we said we need to get results up, we’re going to do more English, more maths, more booster classes, but we didn’t.” Instead, they took a gamble: They added two hours a week of music for every student, and the results have been stunning.”’
The Fisheye Syndrome – Is Every Student Really Participating?
‘Greta doesn’t realize that she is suffering from the Fisheye Syndrome. It’s a condition that impacts our perception, as if we’re looking through a fisheye lens – the kind they use in peepholes. To those afflicted with fisheye, some students appear “larger” than others. They take up more energy and grab more of our attention, making the others fade into the periphery. We have a vague sense that the others are there, and we nag ourselves to include them, but those magnified students are just too hard to resist.’
Contributed by Bruce Hammonds:
Lauren Child: ‘We should let children dawdle and dream’
‘Children are often told what’s good for them, but the advice of the new children’s laureate may take them by surprise. Lauren Child, speaking for the first time since her investiture in Hull this summer, has a simple message: just stare into space. In an age of prescriptive talk about targets and aspirations, Child, the creator of Charlie and Lola, plans to make a stand against the theorising and goal-setting during her two-year tenure.’
Why Daydreaming is Critical to Effective Learning
‘Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time. “The idea is that if you become more efficient in time management, it allows for more spontaneity and creativity in the day, every day.”’
What Creativity Really Is – and Why Schools Need It
‘Although educators claim to value creativity, they don’t always prioritize it.Teachers often have biases against creative students, fearing that creativity in the classroom will be disruptive. They devalue creative personality attributes such as risk taking, impulsivity and independence. They inhibit creativity by focusing on the reproduction of knowledge and obedience in class.Why the disconnect between educators’ official stance toward creativity, and what actually happens in school?’
Why the right answer should not be the primary aim in maths
‘In maths, the journey to the answer should be just as important as the answer, in maths is really important, it should not be the most important thing that we look for from our pupils.That’s not to say that we are going to start rewarding pupils for getting everything wrong in maths, but how pupils come to obtain an answer should be a quality that we regard highly.’
From Bruce’s ‘goldie oldies’ file:
Slow food movement – and teaching as well!
‘The ‘slow food’ movement was reaction against this industrialized approach to living. Followers believe one should take time over food and enjoy the subtlety of the cooking;take the time to try out new dishes and to enjoy the conversation and the wine. Or at the very least enjoy a home cooked meal around the table interacting with members of the family or friends We now need an educational equivalent of the ‘slow food movement’ so as to value the richness and relevance of any learning experience. Students need to appreciate that the act of learning is at the very heart of their identity and a high quality life and as such should not be rushed.’
Time for some heresy?
‘If we want to develop 21stC education systems then we will have no choice but to re-imagine education dramatically. We need to implement some heretical alternative thoughts to transform current systems with their genesis in an industrial age an age well past its use by date. Strangely enough none of the idea being considered are new it is just that few school have put them all together. School are inherently conservative and some schools, secondary ones in particular, seem impervious to change.’