Educational dog whistles (and how not to blow them)
As in every sphere, there are certain phrases or topics that act as dog whistles in education. When people use terms like 'progressive,' 'knowledge-rich,' 'no excuses,' 'deep dive,' 'SLANT,' or 'fronted adverbial' they are tapping into a groundswell of - usually negative - opinion which stirs up like minded folk into predictable paroxysms of outrage and fury. What happens is, I think, something like this: for some people 'fronted [...]
Using grammar to make meaning
As a writer I know that I must select studiously the nouns, pronouns, verbs, adverbs, etcetera, and by a careful syntactical arrangement make readers laugh, reflect or riot. Maya Angelou, Conversations with Maya Angelou Every human culture has developed a spoken language and, by inference, a system of grammar. No one ever sits us down and teaches us how to speak, we just soak it up from our environment. All [...]
The best 3 sentences in education?
I slide I used in a presentation on the ideas in my book, Making Kids Cleverer has been getting a bit of love on Twitter, with New Zealand school principal referring to it as containing what might be "the three best sentences in education". This could be the three best sentences in education. Thanks @DavidDidau pic.twitter.com/cXn37GTeZG — John Young (@JohnYoung18) December 9, 2020 Apart from the missing apostrophe in the [...]
Curriculum related expectations: the specificity problem
If we are going to use the curriculum as a progression model, it's useful to build in checkpoints to ensure students are meeting curriculum related expectations. So far I written about replacing age related expectations with curriculum related expectations, and another on replacing grades more generally with curriculum related expectations. But how specific do these expectations have to be in order to be useful? If they're too specific we risk [...]
High jump vs hurdles: Replacing grades with curriculum related expectations
I've recently argued that one way to ensure schools are explicitly using the curriculum as a progression model is to assess children against curriculum related expectations. Briefly, this means that if your curriculum specifies that students have been taught x, they are then assessed as to whether they have met a minimum threshold in their understanding of x. So, for instance, if I've taught you about, say, the differents of [...]
The problem with grades: Are they worth keeping?
Grades are so much a part of the educational landscape that it's hard to imagine what schools would be like without them. In the debate over whether or not we should retain exams this year, no one is suggesting we should do away with 1-9 GCSE grades. But what if we did? Clearly, this is unlikely to happen anytime soon, but maybe it's worth conducting something of a thought experiment. In [...]
Making analogies in English
… languages recognized, not as the means of contemporary communication but as investments in thought and records of perceptions and analogical understandings; literatures recognized as the contemplative exploration of beliefs, emotions, human characters and relationships in imagined situations, liberated from the confused, cliché ridden, generalized conditions of commonplace life and constituting a world of ideal human expressions inviting neither approval nor disapproval but the exact attention and understanding of those [...]
Accountability
The following is a summary of Chapter 4 of my new book, Intelligent Accountability. What stops us from taking the risk and trusting teachers is, in part, the very real fear that some will cut corners, take shortcuts and slack off. But it is also a product of the deficit model: misguided approaches to enforcing ‘best practice’ and the perceived need to hold teachers and schools to account for meeting [...]
Trust
The following is taken from chapter 3 of my new book, Intelligent Accountability. Confucius believed that three things were needed for a ruler to govern: weapons, food and trust. If a ruler is unable to hold on to all of these he should give up the weapons first, followed by the food. Trust, he thought, should be guarded to the last. This is true for everyone and every institution. It [...]
The surplus model of school improvement
In chapter 2 of Intelligent Accountability I suggest that schools can operate either a surplus or deficit model of school improvement. Schools often seem to be run on a deficit model whereby any deficiencies or failings are attributed to a lack of understanding, information, effort or good will. The efforts of ‘experts’ (school leaders, inspectors, consultants, senior teachers, etc.) who understand what needs to be done are stymied by the [...]
Why we need to embrace ignorance and learn to love uncertainty
The opening chapter of my book Intelligent Accountability is an attempt to clear the way of objections and obstacles in order to create the conditions for teachers to thrive. As such, I argue that schools are incredibly complex institutions where it is impossible for school leaders to have certain knowledge of the best courses of action or the results of the decisions they make. This being the case, I suggest [...]
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