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Month: March 2017

Do we want ‘deeper learning’ classrooms?

It’s very easy to present a false dichotomy to make our own beliefs and choices seem more desirable than the alternatives. Consider this infographic from the Hewlett Foundation which has been doing the rounds: What’s being implied is that the ‘deeper learning’ classroom somehow better prepares children for being scientists in the ‘science lab’ than ‘traditional’ The post Do we want ‘deeper learning’ classrooms? appeared first on David Didau: The Learning Spy....

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Policy-informed Evidence and Evidence-informed Policy

It’s been busy at Icing on the Cake Towers of late, as I’ve been nearing the end of my forthcoming book, Data Busting for Schools. As such, I’ve had little time for blogging, and I mainly make my voice heard via Twitter at the moment. This week has seen a flurry of activity from various government bodies, think tanks and educational charities, however, as well as a very useful update from Ofsted, which provide useful insight into one of the main challenges to those se...

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The curriculum as progression model

What does it mean to get better at history? One of the problems we have in answering this question is that history is an incredibly diverse discipline: there are thousands of possible things that one might legitimately study at school. In one school pupils might be learning 18th-century French history, but in the next town...

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Schools Are Not Businesses. A Message to Lord Nash.

Lord Nash, speaking at the Challenge Partnership national conference, titled his talk: ‘what is relevant in business to education?’ According to the TES, he said that: “…too often teachers have confused their individuality with their professionalism… Being a professional means embracing accountability, standardisation and consistency, although of course we want our teachers to be inspiring.” He went...

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