The problem with general ability statements in history education
Progression models are frequently constructed from ‘ability’ statements. Put simply, if you have an ability, it means you can do something. It is therefore quite common to see progression models in history education containing statements about “pupils can construct...
‘A Mountain of Words’, Emma Young, New Scientist, 11th February 2017 pp. 34-37. Part 2: Reading in print vs reading from a screen
Last week I discussed what this article had to say about speed reading. This week, I am going to discuss what it has to say about reading in print as opposed to reading from a screen. This is a subject about which I have written before, a post also inspired by a...
What If We Taught Argument in Every Class?
Now, maybe more than ever, our students must learn how to think rationally, see through faulty logic, and share opinions in a convincing way. Continue Reading →https://www.cultofpedagogy.com/good-thinking-erik-palmer/
Team Culture is King. And that’s not necessarily good.
Recently I read a fascinating blog by Harry Fletcher-Wood on some research into the impact of CPD – or, actually, the lack of impact. One of the issues Harry raises is the suggestion that ‘no matter how good your external training is, culture is stronger’. The...
What do teachers believe?
It’s well-established that various ‘myths’ about how students’ learn are remarkably persistent in the face of contradictory evidence. In 2014, Paul Howard-Jones’ article, Neuroscience and education: myths and messages revealed the extent of teachers’ faulty beliefs:...
Recent Comments