Pedagogical romanticism


Why trusting to the intuition (aka “professional judgement”) of individual teachers is wrong but wromantic*

Having explained in part eight that the failure of criterion referencing was due to poor implementation and not a mistaken ambition, in the next sequence of posts I shall explain why we still need to describe our educational objectives clearly and at a granular level. In this post (part 9 of my series on educational purpose) I shall explain why our current delivery model is failing and will continue to fail so long as we reject the explicit description of educational objectives.

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How edtech will revolutionize research

Researchers working at microscopesWhy the only realistic way of improving the quality of educational research (and of education itself) is by the intelligent application of education technology

I gave this talk at Research Ed 2015 on 5 September, the latest in a series of three national conferences organized by Tom Bennett.

Research Ed has grown into a vital event in the annual calendar for teachers interested in the theory of teaching. Nevertheless, my impression is that the centre of gravity of many of the talks at ResearchEd has veered away from an agenda that tries to promote sound, quantitative research, and is replaced with a softer account of both the role and methodology of research, as is suggested by the language of “action research” and “research-informed” teaching.

I believe that the problems with research are systemic and not just the result of incompetence. I argue in this piece that these systemic problems can (and can only) be solved by seeing teaching as a business which has a larger technical element than we commonly admit, and one that is less dependent on personal intuition (or what some call “tacit knowledge”). Such a realignment of our views on what teaching is, and how research into teaching should be conducted, will also underline a radical reevaluation of the role of technology in the classroom.

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Textbooks for the digital age

Liz TrussWhy Liz Truss was right to call for more professionally produced learning resources; and why the profession misunderstood her when she talked about “textbooks”

Liz Truss, Minister in the UK DfE for Education and Healthcare, has been calling for a return to textbooks. The headline story masks a more complex argument that bundles together several different strands. Instead of dismissing Truss’ call as regressive, it should be brought together with Matt Hancock’s ETAG initiative to stimulate a serious debate about how teachers can be given better tools of the trade, which exploit the opportunities provided by digital technology.

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Its the technology, stupid!

wheelThe 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

Education’s coming revolution

The requirement for education technology rests, not on spurious arguments about “21st century skills”, but on a long-standing need to find a way of teaching traditional skills systematically and at scale. To succeed, education has to go through its own industrial revolution, which will introduce systematic processes, backed by effective quality controls and robust quantitative evidence of effectiveness.

At a recent event in London reported by Merlin John[1], Tim Oates of Cambridge Assessment suggested that the British textbooks produced in the 1970s by the School Mathematics Project (SMP) and the Nuffield Science series still represented the best resources around in their respective fields. This is startling claim, coming as it does after 40 years in which we have seen a revolution in information technology and the expense of billions of pounds on technology in schools.

Two of the leading figures in the textbook publishing movement of the 1970s were both Headmasters at my old school, Sevenoaks, a commuter town 25 miles south of London. At the time that I was at the school in the late 1970s, the Headmaster was Alan Tammadge, a principal author of the SMP series for Maths. The previous Headmaster had been Kim (L C) Taylor, who had resigned from Sevenoaks in 1970 to become Director of the Nuffield Resources for Learning project.

Resources for Learning[2] was also the name of a book, written in the following year, in which Taylor provided a justification for the Nuffield programme. He questioned whether the comprehensive education that was being introduced in the UK at the time was realistic. His concern was not about the phasing out of selection: the problem that caught Taylor’s eye was the fact that the new system of secondary education was to be universal. Traditional education had always been provided to a small elite based on a model of the teacher-as-craftsman. So long as we clung to that model, Taylor argued that there would not be enough sufficiently well qualified teachers to go around.

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