I have argued elsewhere that (human) learning is the process of becoming part of an enduring collection of people who are mutually engaged in a shared endeavour, they have shared purposes and shared ways of working. In this context, I argued that teaching should involve inducting young people into such communities. However, this clearly creates a problem for schools. ...continue reading "Why traditional schools can never be effective"
In previous posts I have talked about why school is a problem, how people learn and hence how we should teach, what should be learnt in school, and that we need to think more radically about the design of schooling. In this post I suggest a strategy for achieving this sort of 'disruptive innovation'. ...continue reading "Radical change strategy"
During my inaugural I asked participants to rank how important they thought a number of different possible 'learning outcomes' would be in 2033. The results are shown in Figure 1 below. As you can see the highest ranked item was ...continue reading "What should be learnt?"
Extending my previous post on curriculum I wanted to explore the issues of who should define the details of what students do in school and the extent to which they should have a choice about whether to participate or not. This builds upon work in the Schome Park Programme, which used a wiki, forum and island in Teen Second Life™ to give hundreds of 13 to 65 year olds a radically different experience of what education could be like. ...continue reading "More thoughts on curriculum"
Collins English Dictionary defines curriculum as "all the different courses of study that are taught in a school, college, or university". This is a rather narrow definition, focussing as it does on the explicit curriculum. I am going to redefine curriculum as what students need to learn (with my focus being specifically on what school age learners need to learn). ...continue reading "Some thoughts on curriculum"
What is a knowledge based curriculum?
I was in a school recently that described itself as having a 'knowledge-based curriculum'. Walking round the school with the head the key elements of this, which seem to be common across most secondary schools that I have visited, were: ...continue reading "Why is a knowledge based curriculum no longer fit for purpose?"
One of the challenges facing the NP3 team was how to describe and differentiate between the pedagogical practices in the classrooms that we were researching. In essence, what were the key features of practice that needed to be considered in order to differentiate between the teaching in each setting? The obvious answer seemed to be to use core theories of learning and development as the basis for a framework to help us compare pedagogy across contexts. ...continue reading "The Innovative Pedagogy Framework"
By Roger Broadie
Having spent 35 years of my life trying to help schools embrace the digital revolution, that has so dramatically changed almost every other aspect of life, my conclusions on why schools seem so resistant have come as a shock. But there have to be reasons why ...continue reading "The digital revolution is irrelevant to schools"
|Michael Merrick (@michael_merrick)|
Scratch the surface of the ‘21st century skills’ brigade, & the justification you always seem to get revolves around serving the market/business/tech sector. Which is more dystopian (and properly Gradgrindian) than any school getting a bit over-zealous with a knowledge curriculum
I feel this needs a response of more than 280 characters. So here it is ... ...continue reading "21st century skills are important because …"
We know that alignment matters in education (Butler et al 2018), particularly between purpose, policy, practice and your educational vision, as represented in the diagram above. However, ...continue reading "Educational alignment (and sociocultural theory)"