What do teachers believe?
It's well-established that various 'myths' about how students' learn are remarkably persistent in the face of contradictory evidence. In 2014, Paul Howard-Jones' article, Neuroscience and education: myths and messages revealed the extent of teachers' faulty beliefs: In the UK, 93% of teachers believe that matching instruction to students' preferred learning style is a good idea, 88% believed in some form of Brain Gym, with 91% being convinced by the left-brain-right brain hypothesis. [...]
What’s so great about making mistakes?
To err is human. Alexander Pope Making mistakes is an inevitable part of life. We're all wrong about something at some point. Equally obviously, contending with failure, learning to drag ourselves up by the bootstraps when we fall down and persist in the face of setbacks is part and parcel of human existence. But is making mistakes something to aim for? Should failure be celebrated? Clearly, in some areas of [...]
What’s the point of school?
Education is a technology that tries to make up for what the human mind is innately bad at. Steven Pinker, The Blank Slate Schools have only ever existed in cultures where culturally specific knowledge has outpaced universal folk knowledge. What is universal - speech, recognising distinctions between the properties of inanimate objects and plants and animals, cooperating in groups, etc. - is clearly the result of evolutionary adaptions; if it wasn't it [...]
Some videos of me saying stuff about education
Recently, Swedish education magazine, Lärarnas Tidning interviewed me about my views on various aspects of education. For those interested in seeing me do a very poor Stewart Lee impersonation, they've posted a few short clips on their YouTube channel. Here they are: 1. The importance of explicit instruction 2. Why 'grit' doesn't make much sense 3. Professionalism 4. Why teachers need to have high expectations of children's behaviour [...]
Do we want ‘deeper learning’ classrooms?
It's very easy to present a false dichotomy to make our own beliefs and choices seem more desirable than the alternatives. Consider this infographic from the Hewlett Foundation which has been doing the rounds: What's being implied is that the 'deeper learning' classroom somehow better prepares children for being scientists in the 'science lab' than 'traditional' classrooms. Maybe we're also supposed to assume that the 'deeper learning' classroom is a better [...]
Should we give teachers the ‘benefit of the doubt’?
Earlier in the week, Schools Minister, Lord Nash announced that schools should be more like businesses and jettison underperforming staff. According to this TES report he's reported to have said, "“I think one of the things that it’s easy to say ... is that sometimes in education there is a tendency to give people the benefit of the doubt too often.” The consequence of this well meaning woolliness is that we consign [...]
Unprofessional misjudgement
No, I’m not using evidence, but I’m not using prejudice either. I am exercising my professional judgement. Sue Cowley It doesn’t make a difference how beautiful your guess is. It doesn’t make a difference how smart you are, who made the guess, or what his name is. If it disagrees with experiment, it’s wrong. Richard Feynman A few days ago I wrote about why we shouldn't credulously accept evidence, and [...]
Evidence and disadvantage: How useful is the EEF Toolkit?
Although everyone's education is important, the education of disadvantaged students is, arguably, of much greater importance than that of students from more advantaged backgrounds. The more privileged your background, the less it's likely to matter what happens at school. Conversely, the more socially disadvantaged your background, the greater the impact of what does, or does not happen at school.Sadly though, access to education is more than likely to experience a Matthew effect. Those [...]
Education isn’t natural – that’s why it’s hard
One of the most troubling conundrums in the field of education is that the common sense observation that children learn so many things simply by virtue of being immersed in an appropriate environment is contradicted by the overwhelming empirical data that explicit instruction outperforms discovery approaches in schools. Why should this be? Surely if children can learn something as complex as speech without much effort, why do we need to [...]
Faith, scepticism and the ‘unswayable minority’
How do you stop people believing myths? The short answer is, it depends on how strongly people believe the myths. I've just read The Debunking Handbook, an excellent, free and succinct (only 9 pages in length!) manual produced by Sceptical Science for tackling misconceptions. In the section on what it refers to as the 'Worldview Backfire Effect' it makes the point that, "You ... stand a greater chance of correcting misinformation [...]
O brave new world! The search for 21st century qualifications
It's difficult to ignore the appealing certainty that the times in which we are alive are unique and fundamentally different to any that have gone before. The most cited reason for this is the fact that the internet has changed everything. Technology has been transforming education for as long as either have been in existence. Language, arguably the most crucial technological advancement in human history, moved education from mere mimicry [...]
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