Monthly Archives: August 2016

The need for educational infrastructure.

Part 1 – What’s the difference between a bad teacher, and a good teacher in a bad system?   Here’s what we do every time a child is born in the UK:   But you’ve got to picture it with millions … Continue reading

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What’s the difference between a bad teacher, and a good teacher in a bad system?

  Here’s one for you:  “What is energy?” Even if you have a degree in physics, like me, you’ll probably struggle to answer that (like me).  Even if you’re a science teacher, I’d take a bet that you struggle in … Continue reading

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Should we bring back grammars?

  No.   I found myself reading over many articles on the issue this morning, and just wanted to throw another voice into the mix.  I won’t say much, because better people have already said it better than I could … Continue reading

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What are the three reasons we teach stuff?

  It’ll be useful It’ll allow you to access higher level content It’ll help you make sense of the world   I think we linger around 1 and 2.   It’ll be useful ‘When will we ever use this?’ is … Continue reading

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Should we teach children how to study?

Yes. See here for how (How we Learn: What Works, What Doesn’t) But how is this different from programmes and language like ‘Learning to Learn‘ or ‘Building Learning Power‘? Programmes such as these seem to sit more in the affective domain, than … Continue reading

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The NEED for better rhetoric.

Agreement about needs, then, depends upon agreement about values. An adolescent, you may say, needs freedom to express himself; I may say that he needs to consider other people’s feelings. To claim, therefore, that education should ‘meet the needs’ of … Continue reading

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When did we start to see children as needy?

On Wednesday I wrote this. In it I wondered when and how we ended up steeped in a rhetoric of need: ‘Children are needy, and all their needs must be met.’ People rattle off the words today without a thought … Continue reading

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