Monthly Archives: June 2014
GUILTY! (of making logical arguments)
This is the first post I’ve felt the need to reblog. I planned to write something on the subject myself, but I can’t make the case any better than Harry has. Really, we should pause to ask when logical, well-reasoned … Continue reading
How does Shanghai do it?
“OECD education report: Shanghai’s formula is world-beating“ Reads one headline in the Telegraph. Obsession over Shanghai’s ‘formula’ was sparked by their, literally, outstanding PISA test results; coming top in maths, reading and science. Roughly normalised, the numbers look something like this: 1st … Continue reading
How tests teach and motivate
Lindsay comes to maths. She sits in the front corner of the room. The teacher speaks. She stares out the window. The teacher passes her a sheet of work to complete. She doodles mindlessly on its top-right corner. The bell … Continue reading
What is learning? – Part 2
Clearly, I was being ‘ambitious’ when I said ‘tomorrow’! But doesn’t this lead to a risk of rote learning? Only insomuch as there’s ever a risk that any given teacher will promote knowledge acquisition that is rote in nature. In … Continue reading
