What do we mean by “feedback”? Is it useful? Is it (like revenge) better served cold? And what has this to do with Bjork’s new theory of disuse?
This is the first of a series of (what were supposed to be short) follow-up posts, responding to significant comments made by readers of my longer article Curriculum Matters. In this, the first, I discuss what we mean by feedback, is it more effective when it is immediate or when it is delayed, how does this question relate to Robert Bjork’s new theory of disuse, and how should teachers make sense of the complex (and often uncertain) theory on how the brain works? 11,000 words.
Systematic pedagogy is not defeated by the complexity of the classroom: it is the solution
In my previous post, Pedagogical romanticism, the ninth in my series on educational purpose, I proposed that our current model of education provision, which relies heavily on the intuition of autonomous teachers, was failing to manage the scale of modern education. But the alternative to the intuition of the human teacher is some sort of systematic pedagogy, which is commonly thought to be defeated by the complexity and unpredictability of the classroom. In this part I respond.
As well as debunking numerous teaching myths, Tom Bennett’s book Teacher Proof reasserts the common view that teaching is a sort of private craft. I disagree.
I was not able to attend ResearchEd2013 back in September 2013; but ever since then I have been meaning (and not finding the time) to comment on the outcomes of the conference, which were conscientiously videoed and posted to the web by Leon Cych. The conference was organised by Tom Bennett to highlight the importance of (and problems with) current research in education. This was a few months after he had himself published Teacher Proof, mentioned in my earlier post, Why teachers don’t know best.
It struck me that while the attack on quack theories was sound, the conclusions reached in Teacher Proof about the nature of the expertise of teachers were not well justified. Indeed, they seemed to me to be bizarrely at odds with the advertised prospectus of the Research Ed conference.
Just as Gutenberg’s printing press provided the means by which the intellectual culture of Europe was transformed, so ed-tech will provide the means to transform our understanding of pedagogy.
This article was originally published (a couple of days ago) as “The View from Here” in the first edition of Terry Freedman’s re-launched newsletter, Digital Education, to which you can subscribe here. It provides a relatively short summary of the position I have outlined in this blog, arguing for a new approach to education technology that focuses on formalising and systematising the transactions and processes involved in education, rather than chasing after chimera like independent learning and twenty-first century skills.Continue reading →
The consensus is that we should not mind the technology but that we should focus instead on the learning. The consensus is wrong.
This is the transcript of a presentation I gave at the EdExec conference, held by ICT Matters in London on 6 November 2013. The ostensible argument in my talk is that “procurement matters”, which I will admit, probably isn’t going to set your heart racing. But perhaps it should. The reason why procurement matters is that technology matters – and this is a point that much of the ICT community do not generally admit. Time and again, you hear the old saw being repeated, “never mind the technology, where’s the learning?” Most of my talk addressed addressed this point—and in doing so, I take on (as is my wont in this blog) a lot of shibboleths. I summarise some arguments with which those of you who have read previous posts may be familiar, and I also shadow some arguments that I will develop in greater detail in future. And I return to a promise that I made in my first post to this blog in January 2012, which is to discuss in rather more depth than I have done before why Becta’s approach to procurement was so lamentable.Continue reading →