Around the world governments are taking action to contain the spread of COVID-19, often in ways that are quite revealing about the purposes and practices of schooling, and the scope to which unchallengeable norms in education can actually be overthrown. ...continue reading "COVID-19 and the future of schooling"
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"
We know that summative assessment drives practice in schools. We also know that current forms of summative assessment inhibit both curriculum and pedagogical innovation because of their focus on 'knowledge' (as viewed in a knowledge based curriculum). The challenge is to find new forms of summative assessment which satisfy the criteria against which they will be judged. Those criteria should include: ...continue reading "Characteristics of effective summative assessment"
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?"