Principal Deputy Head | DSL | Norwich School | Belonging Learning Community | School Governor
Let’s remember the importance of cultivating character strengths alongside explicit teaching. The sciences of learning continue to evolve and the practice of teaching must too!
Yes! This article is excellent and synthesises everything I’ve ever thought about what is wrong with narrow interpretations of what should drive teaching and learning in schools and school systems. 👏👏👏
Understanding education research involves exploring its methods and impact on shaping effective teaching and learning practices.
One of the biggest dilemmas in education is the disconnection between theory and practice. In the educational realm, the natural course of matters is that when teachers start working on structuring their practice and become more and more concerned with pedagogy they end up retiring from teaching and focusing on “Education”. Interesting as it may sound in the beginning ,9/10 will end up being administrators or consultants who lost every attachment with classroom challenges and the momentum of different generations and the gap continues to swallow all efforts.
Critical pedagogy includes at least two related things at once: applying critical theory to the theory of education itself and making education be about teaching critical theory.
Our article on student-centred teaching has been published https://lnkd.in/dvBaeDH3
Effective teaching is rooted in the science of learning––here's what teachers should know. https://rpb.li/o6KH2
Supporting schools to improve literacy, reading and writing. Consultant, author and reviewer.
This is important to think about. As the article states teaching style needs to consider purpose or more importantly purposes- I think good teaching is about variety. Variety of teaching approaches acknowledges not just the different purposes but the variety of students involved. The most important concept in teaching is context - and I mean context in its wider sense considering personal, social, cultural, political and other motivations.
Have you noticed how often the craze of ‘research-informed’ explicit teaching inspires busy, superficial, routine learning that keeps the teacher in the driver’s seat? Or is it just me? Guy Claxton offers a ray of sunshine for teachers who resist this craze: “…there is no such thing as ‘good teaching’, only teaching that is good for certain purposes or outcomes. For example, if all you are concerned about is scores on relatively superficial tests of understanding, then there is a good deal of research that shows that explicit or didactic teaching – that which maximises Explanation (by teachers) and minimises opportunities for Exploration (by students) on the grounds of ‘efficiency’ – is perfectly good. If, however, you also value (note: in addition to, not instead of, ‘knowledge’) the cultivation of character strengths such as curiosity, independence, imagination, critique, collaboration or intellectual humility, then different kinds of teaching are needed. Indeed, relentless ‘explicit teaching’ may well stunt the development of such valuable strengths”.
Have you noticed how often the craze of ‘research-informed’ explicit teaching inspires busy, superficial, routine learning that keeps the teacher in the driver’s seat? Or is it just me? Guy Claxton offers a ray of sunshine for teachers who resist this craze: “…there is no such thing as ‘good teaching’, only teaching that is good for certain purposes or outcomes. For example, if all you are concerned about is scores on relatively superficial tests of understanding, then there is a good deal of research that shows that explicit or didactic teaching – that which maximises Explanation (by teachers) and minimises opportunities for Exploration (by students) on the grounds of ‘efficiency’ – is perfectly good. If, however, you also value (note: in addition to, not instead of, ‘knowledge’) the cultivation of character strengths such as curiosity, independence, imagination, critique, collaboration or intellectual humility, then different kinds of teaching are needed. Indeed, relentless ‘explicit teaching’ may well stunt the development of such valuable strengths”.
