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FILLING THE PAIL
"Education is not the filling of a pail, but the lighting of a fire." - As W. B. Yeats never said THE EMPEROR’S NEW THEORY To be frank, I think you’re over-stating the case. I agree with the initial raising in your argument that we must think critically, but by the end of your article, I’m left with the impression that what is needed is a full-court press against a new incoming position.EDUCATION RESEARCH
The evidence for the effectiveness of whole-class, interactive explicit teaching comes from a wide range of studies. Probably the largest body of evidence supporting whole-class explicit teaching is a body of studies that largely took place in the 1950s-1970s and are known as ‘process-product’ research. Briefly, researchers wouldobserve
COGNITIVE LOAD THEORY Without rehearsing the full argument here, I will try to summarise: Applications of Cognitive Load Theory generally attempt to reduce cognitive load. However, we also know that too little cognitive load will also lead to little learning. The load can be too low either because something is structurally very simple – such as learning alist of
NO, YOU ARE NOT CANCELLING TEACH LIKE A CHAMPION No, you are not cancelling Teach Like a Champion. Despite having understandable qualms about mob rule, I suspect few people shed a tear when a statue of Edward Colston, slave trader, was toppled from its plinth and unceremoniously dumped in the harbour in Bristol. But then, Winston Churchill’s statue in London was defaced and there are now OLIVER CAVIGLIOLI’S COGNITIVE LOAD THEORY RESOURCES Oliver Caviglioli’s Cognitive Load Theory Resources. Cognitive Load Theory, developed by John Sweller and colleagues, is an increasingly influential learning theory among teachers who are engaging with educational research. It is the area that I am studying as part of my postgraduate research. WHO WON THE PARADIGM WARS? A new paper has been published in the American Educational Research Journal that may go some way to explaining the state we are in. The authors analysed the text of 137,024 education PhD dissertations from the United States from 1980 to 2010. They used text-level computational techniques to identify 'topics' within the text i.e.groups
WHY EDUCATIONAL THEORY IS FLAWED The TES has published an interesting piece by Janet Orchard that argues in favour of teachers learning educational theory. I think that educational theory is incredibly important and awareness of it among teachers is low. I also agree with this statement by Orchard: "Teachers need to be able to plan successful lessons independently,and distinguish
IS MATHS PATHWAY EVIDENCE-BASED? A number of people have recently mentioned to me an Australian teaching programme known as Maths Pathway. The 'co-founder and chief visionary' is Richard Wilson, a former management consultant who appears to have taught for a period of time before starting the enterprise with Justin Matthys, a Teach for Australia alumnus. Interestingly, the advisory board THE OECD’S SEVEN PRINCIPLES OF LEARNING There is a book on my shelf titled 'The Nature of Learning' edited by Dumont, Istance and Benavides for the Organisation for Economic Co-operation and Development (OECD). I sometimes dip into it because it contains a chapter by Dylan Wiliam on formative assessment that is a good summary of the arguments that he makes at length inFILLING THE PAIL
"Education is not the filling of a pail, but the lighting of a fire." - As W. B. Yeats never said THE EMPEROR’S NEW THEORY To be frank, I think you’re over-stating the case. I agree with the initial raising in your argument that we must think critically, but by the end of your article, I’m left with the impression that what is needed is a full-court press against a new incoming position.EDUCATION RESEARCH
The evidence for the effectiveness of whole-class, interactive explicit teaching comes from a wide range of studies. Probably the largest body of evidence supporting whole-class explicit teaching is a body of studies that largely took place in the 1950s-1970s and are known as ‘process-product’ research. Briefly, researchers wouldobserve
COGNITIVE LOAD THEORY Without rehearsing the full argument here, I will try to summarise: Applications of Cognitive Load Theory generally attempt to reduce cognitive load. However, we also know that too little cognitive load will also lead to little learning. The load can be too low either because something is structurally very simple – such as learning alist of
NO, YOU ARE NOT CANCELLING TEACH LIKE A CHAMPION No, you are not cancelling Teach Like a Champion. Despite having understandable qualms about mob rule, I suspect few people shed a tear when a statue of Edward Colston, slave trader, was toppled from its plinth and unceremoniously dumped in the harbour in Bristol. But then, Winston Churchill’s statue in London was defaced and there are now OLIVER CAVIGLIOLI’S COGNITIVE LOAD THEORY RESOURCES Oliver Caviglioli’s Cognitive Load Theory Resources. Cognitive Load Theory, developed by John Sweller and colleagues, is an increasingly influential learning theory among teachers who are engaging with educational research. It is the area that I am studying as part of my postgraduate research. WHO WON THE PARADIGM WARS? A new paper has been published in the American Educational Research Journal that may go some way to explaining the state we are in. The authors analysed the text of 137,024 education PhD dissertations from the United States from 1980 to 2010. They used text-level computational techniques to identify 'topics' within the text i.e.groups
WHY EDUCATIONAL THEORY IS FLAWED The TES has published an interesting piece by Janet Orchard that argues in favour of teachers learning educational theory. I think that educational theory is incredibly important and awareness of it among teachers is low. I also agree with this statement by Orchard: "Teachers need to be able to plan successful lessons independently,and distinguish
IS MATHS PATHWAY EVIDENCE-BASED? A number of people have recently mentioned to me an Australian teaching programme known as Maths Pathway. The 'co-founder and chief visionary' is Richard Wilson, a former management consultant who appears to have taught for a period of time before starting the enterprise with Justin Matthys, a Teach for Australia alumnus. Interestingly, the advisory board THE OECD’S SEVEN PRINCIPLES OF LEARNING There is a book on my shelf titled 'The Nature of Learning' edited by Dumont, Istance and Benavides for the Organisation for Economic Co-operation and Development (OECD). I sometimes dip into it because it contains a chapter by Dylan Wiliam on formative assessment that is a good summary of the arguments that he makes at length in OLIVER CAVIGLIOLI’S COGNITIVE LOAD THEORY RESOURCES Oliver Caviglioli’s Cognitive Load Theory Resources. Cognitive Load Theory, developed by John Sweller and colleagues, is an increasingly influential learning theory among teachers who are engaging with educational research. It is the area that I am studying as part of my postgraduate research. WHY EDUCATIONAL THEORY IS FLAWED The TES has published an interesting piece by Janet Orchard that argues in favour of teachers learning educational theory. I think that educational theory is incredibly important and awareness of it among teachers is low. I also agree with this statement by Orchard: "Teachers need to be able to plan successful lessons independently,and distinguish
MINDSET THEORY AND METACOGNITION ARE BOTH FALSE IDOLS Mindset theory and Metacognition are both false idols. The Old Testament scribes were deeply troubled by the worship of false idols and the abominations such worship entailed. Moloch was a singularly unpleasant deity. “And thou shalt not let any of thy seed pass through the fire to Molech,” warned the writers of Leviticus. FORMATIVE ASSESSMENT Wiliam’s settled definition of formative assessment is: “An assessment functions formatively to the extent that evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would havebeen
UNIVERSAL DESIGN FOR LEARNING Universal Design for Learning (UDL) has been on my radar since a piece in The Conversation cited UDL research in a discussion of differentiation. The citation immediately struck me as odd. Take a look. There are a series of papers listed that seem to show that providing students with choice is a good idea. Then, THE OECD’S SEVEN PRINCIPLES OF LEARNING There is a book on my shelf titled 'The Nature of Learning' edited by Dumont, Istance and Benavides for the Organisation for Economic Co-operation and Development (OECD). I sometimes dip into it because it contains a chapter by Dylan Wiliam on formative assessment that is a good summary of the arguments that he makes at length in SIX TIPS TO IMPROVE YOUR EXPLICIT TEACHING Perhaps you have read a few articles on explicit instruction and you want to try it out. One of the attractions is that explicit forms of teaching are quite similar to default forms of teaching. Most teachers probably stand at the front, explain things and then DIFFERENTIATION FAILS ANOTHER TEST Differentiation fails another test. Embed from Getty Images. SmartFrame.io Embed. Differentiation can mean a lot of things in teaching. If you define it widely enough, many of my own teaching practices could be described this way. However, the common meaning of the term refers to taking a mixed class of students and divide it upinto different
REASONS TO DISLIKE SHAKESPEARE Many students are likely to express distaste at the idea of studying Shakespeare and I would like to put forward four possible reasons for this. 1. The student genuinely does not like Shakespeare. Perhaps our student has seen a play or two, understood them and come to a decision that Shakespeare is not for him. 2. WE DON’T NEED NO SIR KEN ROBINSON Robinson cites a study that shows that children can think of more uses for a paper clip than older people and suggests that this is because schools kill creativity. Robinson’s own definition of creativity is, ‘the process of having original ideas that have value,’ and I actually quite like this. However, it would be odd to think thatFILLING THE PAIL
"Education is not the filling of a pail, but the lighting of a fire." - As W. B. Yeats never said THE EMPEROR’S NEW THEORY To be frank, I think you’re over-stating the case. I agree with the initial raising in your argument that we must think critically, but by the end of your article, I’m left with the impression that what is needed is a full-court press against a new incoming position.EDUCATION RESEARCH
The evidence for the effectiveness of whole-class, interactive explicit teaching comes from a wide range of studies. Probably the largest body of evidence supporting whole-class explicit teaching is a body of studies that largely took place in the 1950s-1970s and are known as ‘process-product’ research. Briefly, researchers wouldobserve
NO, YOU ARE NOT CANCELLING TEACH LIKE A CHAMPION No, you are not cancelling Teach Like a Champion. Despite having understandable qualms about mob rule, I suspect few people shed a tear when a statue of Edward Colston, slave trader, was toppled from its plinth and unceremoniously dumped in the harbour in Bristol. But then, Winston Churchill’s statue in London was defaced and there are now FORMATIVE ASSESSMENT Wiliam’s settled definition of formative assessment is: “An assessment functions formatively to the extent that evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would havebeen
OLIVER CAVIGLIOLI’S COGNITIVE LOAD THEORY RESOURCES Oliver Caviglioli’s Cognitive Load Theory Resources. Cognitive Load Theory, developed by John Sweller and colleagues, is an increasingly influential learning theory among teachers who are engaging with educational research. It is the area that I am studying as part of my postgraduate research. POSITIVE EVIDENCE SUPPORTING THE PHONICS SCREENING CHECK Over on the DDOLL network, Jennifer Chew has shared a new piece of research on the impact of the phonics screening check in England. The study by researchers at the University of Oxford was published in July of last year, but I was previously unaware of it. The study is not an experiment, it is a longitudinal analysis. In England, children first sit the phonics screening check Year 1. IS MATHS PATHWAY EVIDENCE-BASED? A number of people have recently mentioned to me an Australian teaching programme known as Maths Pathway. The 'co-founder and chief visionary' is Richard Wilson, a former management consultant who appears to have taught for a period of time before starting the enterprise with Justin Matthys, a Teach for Australia alumnus. Interestingly, the advisory board UNIVERSAL DESIGN FOR LEARNING Universal Design for Learning (UDL) has been on my radar since a piece in The Conversation cited UDL research in a discussion of differentiation. The citation immediately struck me as odd. Take a look. There are a series of papers listed that seem to show that providing students with choice is REASONS TO DISLIKE SHAKESPEARE Many students are likely to express distaste at the idea of studying Shakespeare and I would like to put forward four possible reasons for this. 1. The student genuinely does not like Shakespeare. Perhaps our student has seen a play or two, understood them and come to a decision that Shakespeare is not for him. 2.FILLING THE PAIL
"Education is not the filling of a pail, but the lighting of a fire." - As W. B. Yeats never said THE EMPEROR’S NEW THEORY To be frank, I think you’re over-stating the case. I agree with the initial raising in your argument that we must think critically, but by the end of your article, I’m left with the impression that what is needed is a full-court press against a new incoming position.EDUCATION RESEARCH
The evidence for the effectiveness of whole-class, interactive explicit teaching comes from a wide range of studies. Probably the largest body of evidence supporting whole-class explicit teaching is a body of studies that largely took place in the 1950s-1970s and are known as ‘process-product’ research. Briefly, researchers wouldobserve
NO, YOU ARE NOT CANCELLING TEACH LIKE A CHAMPION No, you are not cancelling Teach Like a Champion. Despite having understandable qualms about mob rule, I suspect few people shed a tear when a statue of Edward Colston, slave trader, was toppled from its plinth and unceremoniously dumped in the harbour in Bristol. But then, Winston Churchill’s statue in London was defaced and there are now FORMATIVE ASSESSMENT Wiliam’s settled definition of formative assessment is: “An assessment functions formatively to the extent that evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would havebeen
OLIVER CAVIGLIOLI’S COGNITIVE LOAD THEORY RESOURCES Oliver Caviglioli’s Cognitive Load Theory Resources. Cognitive Load Theory, developed by John Sweller and colleagues, is an increasingly influential learning theory among teachers who are engaging with educational research. It is the area that I am studying as part of my postgraduate research. POSITIVE EVIDENCE SUPPORTING THE PHONICS SCREENING CHECK Over on the DDOLL network, Jennifer Chew has shared a new piece of research on the impact of the phonics screening check in England. The study by researchers at the University of Oxford was published in July of last year, but I was previously unaware of it. The study is not an experiment, it is a longitudinal analysis. In England, children first sit the phonics screening check Year 1. IS MATHS PATHWAY EVIDENCE-BASED? A number of people have recently mentioned to me an Australian teaching programme known as Maths Pathway. The 'co-founder and chief visionary' is Richard Wilson, a former management consultant who appears to have taught for a period of time before starting the enterprise with Justin Matthys, a Teach for Australia alumnus. Interestingly, the advisory board UNIVERSAL DESIGN FOR LEARNING Universal Design for Learning (UDL) has been on my radar since a piece in The Conversation cited UDL research in a discussion of differentiation. The citation immediately struck me as odd. Take a look. There are a series of papers listed that seem to show that providing students with choice is REASONS TO DISLIKE SHAKESPEARE Many students are likely to express distaste at the idea of studying Shakespeare and I would like to put forward four possible reasons for this. 1. The student genuinely does not like Shakespeare. Perhaps our student has seen a play or two, understood them and come to a decision that Shakespeare is not for him. 2.FILLING THE PAIL
"Education is not the filling of a pail, but the lighting of a fire." - As W. B. Yeats never said OLIVER CAVIGLIOLI’S COGNITIVE LOAD THEORY RESOURCES Oliver Caviglioli’s Cognitive Load Theory Resources. Cognitive Load Theory, developed by John Sweller and colleagues, is an increasingly influential learning theory among teachers who are engaging with educational research. It is the area that I am studying as part of my postgraduate research. COGNITIVE LOAD THEORY Without rehearsing the full argument here, I will try to summarise: Applications of Cognitive Load Theory generally attempt to reduce cognitive load. However, we also know that too little cognitive load will also lead to little learning. The load can be too low either because something is structurally very simple – such as learning alist of
WHY STRUCTURED WORD INQUIRY IS AT ODDS WITH BASIC I have had a look at the sources and found a couple of videos, both from a place called The Nueva School. Nueva is a Californian school for gifted and high-ability learners.In order to be admitted, students need to pass an IQ test.This is interesting, because IQ (thought to measure something known as ‘general intelligence’ or ‘g’ in the literature) is highly related to working memory WHY PROGRESSIVISM MATTERS Why progressivism matters. Educational progressivism matters. This is not because the majority of schools subscribe to a progressivist philosophy. Far from it. It matters because it is the dominant ideology within academia and the bureaucracies that run our education systems. And this has real, practical significance to teachers andschools.
PRIMARY VERSUS SECONDARY Primary versus Secondary. There is an important way to think about what we are trying to achieve in education and this involves making a distinction between the types of knowledge and skills that we want children to learn. The distinction that I have in mind is between biologically primary knowledge and biologically secondary knowledge. REASONS TO DISLIKE SHAKESPEARE Many students are likely to express distaste at the idea of studying Shakespeare and I would like to put forward four possible reasons for this. 1. The student genuinely does not like Shakespeare. Perhaps our student has seen a play or two, understood them and come to a decision that Shakespeare is not for him. 2. MISUNDERSTANDING DIFFERENTIATION In the passage below, they link to a speech by U.K. education minister Nick Gibb and then two articles of mine in order to demonstrate these misconceptions: “This lack of understanding is reflected in criticism describing it as “ dumbing down ” by “asking different students to complete different activities in the same class”. 8 REASONS TO DITCH TRADITIONAL TEACHING METHODS 8 reasons to ditch traditional teaching methods. I advocate explicit instruction. Explicit instruction takes the traditional or default approach to teaching and modifies it to make it even more explicit and highly interactive. This method has its origins in research from the 1960s and 1970s into the behaviours of the most effective teachers and WE DON’T NEED NO SIR KEN ROBINSON Robinson cites a study that shows that children can think of more uses for a paper clip than older people and suggests that this is because schools kill creativity. Robinson’s own definition of creativity is, ‘the process of having original ideas that have value,’ and I actually quite like this. However, it would be odd to think thatSkip to content
FILLING THE PAIL
"Education is not the filling of a pail, but the lighting of a fire." – As W. B. Yeats never saidMenu
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------------------------- This is the homepage of Greg Ashman, a teacher, blogger and PhD candidate living and working in Australia. Everything that I write reflects my own personal opinion and does not necessarily represent the views of my employer or any other organisation. I have a book out for new teachers (which some experienced teachershave also enjoyed):
The Truth about Teaching: An evidence informed guide for new teachers Watch my researchED talks here and here I have written for The Australian about inquiry learning (paywalled): Inquiry-learning fashion has us running in wheel This is my take on the “Gonski 2.0” review of Australian educationfor Quillette:
The Tragedy of Australian Education Here is a piece I wrote for The Age, a Melbourne newspaper: Fads aside, the traditional VCE subjects remain the most valuable Read a couple of articles I have written for The Spectator here:A teacher tweets
School makes you smarter Read my articles for the Conversation here:Ignore the fads
Why students make silly mistakes My most popular blog post is about Cognitive Load Theory: Four ways cognitive load theory has changed my teaching To commission an article, click hereAdvertisements
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Greg Ashman
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August
4, 2013April 22, 20191 Minute
WHAT CAN AUSTRALIA LEARN FROM OFSTED’S SCHOOL BEHAVIOUR RESEARCH? Embed from Getty Images ------------------------- Ofsted is the body tasked with inspecting schools in England. One of its roles is to report on behaviour in classrooms and around the school and for much of its history, it’s been pretty bad at that. Ofsted rarely arrive without notice and so there was always a clear game to play during any inspection. Members of senior staff who rarely left their office would suddenly become visible around the school. Litter and uniform now mattered. A concerted effort was made to contain students who were known to be disruptive. This was a problem for the teaching profession in England because it led to the vast majority of schools being rated as good or outstanding in terms of their behaviour with inspections instead focusing on meeting academic targets. Teachers knew that this was not accurate, but those commentators who, for ideological reasons, wished to avoid any discussion of behaviour would point to this evidence. It is also the case that, over the years, behaviour problems have been constructed by many academics and schools leaders as being the result of teaching that is not engaging enough or that is not suitably differentiated to different students’ needs and so teachers are uncomfortable volunteering that they have problems managing behaviour. Added together, this situation allowed for the kind of denial about school discipline that is still an issue in Australia today. This began to change in England when Michael Wilshaw was made Chief Inspector of Schools in 2012. Wilshaw had previously been head ofMossbourne Academy
, built on
the site of the failed Hackney Downs school. We would now probably describe his style as ‘warm strict‘
and Mossbourne was certainly a trailblazing school when its came to taking behaviour seriously. During his time in charge of Ofsted, the organisation published a report on ‘low-level disruption‘
and this seemed to be the first clear indication that Ofsted were becoming dissatisfied with playing their part in the inspectionbehaviour game.
This month, under Wilshaw’s successor, Amanda Spielman, the UK government have published a summary of all the behaviour research Ofsted have conducted so far. It is an interesting read. A key theme throughout is that teachers frequently feel unsupported by school leaders in managing behaviour. Reading between the lines, it seems that Ofsted have been trying to address this issue through their inspection regime. It is fairly obvious that a school leader who tells their staff, either verbally or in the form of a written policy, that they must all do X but then does not do X himself or herself or who undermines a teacher who does X, will create a poor environment for behaviour management. Yet this continues to be a recurring motif of many schools. So what does a better approach look like? It’s very simple. It should be school-wide and consistent and bolstered by effective routines that reduce the need for constant direction. Students need to be actively taught the behaviours that are required of them because it is the students who are most likely to present a challenge who are the ones who are least likely to work this out for themselves. Although the vast majority of students will respond positively to a school-wide system, a small proportion will struggle and they need specific support. This is obviously quite different to suspending the rules for these students. It involves a clear intervention. I would suggest Response to Interventionas a model.
Effective schools also embed their approach to behaviour in values and ethos. It is not a bolt-on. In the phrase used by Katharine Birbalsingh and Michaela, it becomes, “Who we are.” Clearly, this is just one avenue of largely qualitative research. You may dismiss it if you feel the ideological need to do so. However, if you are school leader looking for guidance in an area in which it is difficult to do experimental research, Ofsted’s body of research may give you some leads.Greg Ashman
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September 17, 2019September 17, 20193 Minutes
THE RIGHT TO CHOOSE YOUR CHILD’S EDUCATION I recently learned that the United Nation’s Universal Declaration ofHuman Rights
has a few things to say about education. Under Article 26, it states that, “Parents have a prior right to choose the kind of education that shall be given to their children.” I wonder what implications this has for parents whose local government school has a lax attitude to behaviour or an impoverished curriculum and who cannot afford to send their kids to an independent school? Perhaps Free Schools and Charter Schools are a human rights issue.Greg Ashman
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September 14, 2019
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ROUSSEAUIAN NONSENSE It was recently announced that UK schools minister, Nick Gibb, was taking over responsibility for early childhood education. I welcomedthis with a tweet:
For those who don’t know, Jean-Jacques Rousseau was an 18th Century philosopher. His main contribution to education was his work offiction, Emile
, that recounts
the education of the eponymous young man by a tutor named Jean-Jacques (which is somewhat ironic because Rousseau gave his own children up to a foundling hospital). Emile is educated with the aim of becoming a ‘natural man’. This education involves no formal teaching. Instead, it follows Emile’s interests and passions, with Emile learning key ideas as he encounters them. Jean-Jacques is a puppet master who carefully contrives situations to push the learning in a certain direction and this is something of a tension in the book: while Jean-Jacques is ostensibly following Emile’s interests, he is working away behind the scenes to manipulate those interests. This is the central tension in all of what later became familiar as educational progressivism.
Very few educators would trace their own philosophy back to Rousseau. Many are likely to have never heard of him. Yet he is influential nonetheless. Early years education is particularly Rousseauian in that teachers are often required by guidelines and regulations to largely avoid formal teaching and follow the child’s interests. For instance, although the guidelines in my own state of Victoria allow for the need for some ‘adult-led’ learning, they suggest this requires that, “Children have some control and input when adults lead the learning… Adult-led learning encompasses those play experiences and other opportunities that are deliberate and planned by the adult as a response to their knowledge of the child.” Other authorities go further down the Rousseauian path. Early Childhood Australia suggest that, “As early childhood educators, we should resist the temptation to provide… ‘formal’ learning experiences…” Others suggest that formal learning is less effective than learning through play or even harmful. When you examine such claims, they are usually built on questionablefoundations
. If
anything, the evidencepoints to
the effectiveness of formal teaching methods when it comes to developing the foundations of academic skills. I do not think anyone is advocating the removal of play from the early years setting. If we accept Geary’s theory]
of biologically primary and biologically secondary knowledge then play is absolutely essential to the development of primary knowledge – oral language, social skills and so on. However, it is likely to be far less effective than formal teaching for the development of reading, writing and mathematics. We could argue that these domains can wait. However, this seems like a recipe for magnifying the disadvantage of students who are not receiving this kind of input at home. Much is made of the fact that children in Finland do not start school until the age of seven, but we need to bear in mind that the Finnish language is far more regular than English and around a third of Finnish children can already read when they start school. In my view, a lot of play with a little formal teaching would strikethe right balance.
Interestingly, many people on Twitter don’t think I should have a view. Although my tweet was a criticism of ideas rather than people, many responses to it were of a personal nature. The main theme of these comments is that I am not entitled to an opinion because I am not an early years teacher*. It even seems as if my opinion is offensive to some. This is an interesting point and brings to mind two pieces by the essayist, Paul Graham. The first is one I have referred to in the past – How to Disagree . Here,Graham suggests:
> “Saying that an author lacks the authority to write about a topic > is a variant of ad hominem—and a particularly useless sort, > because good ideas often come from outsiders. The question is > whether the author is correct or not. If his lack of authority > caused him to make mistakes, point those out. And if it didn’t, > it’s not a problem.” In this spirit, I would invite _anyone_ to share their opinions on secondary maths teaching. In many cases, you are probably going to be more right than some of our supposed maths teaching experts. If you’re wrong, I will happily point out why you are wrong. Deal? The other Graham essay is a discussion about how, in every society, there are some things that are true but that it is not acceptable to say . I think this may apply here. Finally, this is not a new phenomenon. I started blogging and tweeting in 2012 and, at that time, anyone who criticised the progressivist-inspired orthodoxy in the bureaucracies that ran secondary schools or trained teachers would be told that they were attacking teachers, even though teachers were often the ones most unhappy with the orthodoxy. The outrage has subsided over time as people have tried out new ideas. I suspect the same will happen withearly education.
------------------------- _*The tweet about what to put in my PhD is from an academic who is, according to his Twitter bio, ‘researching responsible leadership, values-led school development, theory and practice of dialogue’. Comments about my status as a PhD student happen surprisingly often and I can only read them as an attempt at invoking the academic hierarchy in order to put me back in my box._Greg Ashman
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September 13, 2019September 13, 20194
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USING ASHMAN’S TAXONOMY Yesterday, I suggested a slightly frivolous replacement for Bloom’staxonomy
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Today, I am going to take it a little more seriously. Does such a taxonomy have anything to say about how we should approach teaching or the curriculum? Possibly. The taxonomy is based on Geary’s distinction between biologically primary and biologically secondary knowledge. It makes clear that biologically secondary knowledge rests upon and co-opts biologically primary knowledge. In addition, I have tried to incorporate ideas from cognitive science popularised by Dan Willingham and others that suggest that capacities such as critical thinking and problem solving are domain specific and rest upon both domain general primary knowledge and domain specific secondary knowledge. So what does this mean for teaching? I would suggest that most of thetime it means this:
We can typically assume that students have the required biologically primary knowledge because they will usually pick this up as part of normal development. The available evidence suggests that models that start with applications of knowledge and then only cycle back to discovering, looking-up or having mini-lectures on the required knowledge as and when required – models such as inquiry learning, problem-based learning and so on – are less effective than those that explicitly teach required knowledge from the outset. That’s why I suggest that we should usually start with knowledgebuilding.
One exception would be training relative experts to apply knowledge they already possess in slightly different ways. In this case, the knowledge-building is already done. This is equivalent to the later stages of a teaching sequence that starts with knowledge-building. Another exception would be students who do not reach mastery through initial teaching. I have been keen to promote the _Response toIntervention_
model as an alternative to popular conceptions of differentiation. Response to Intervention involves screens that will identify students who have not mastered the content and a tiered approach that starts with whole-class teaching at Tier 1, proceeds to intensive, small group teaching and Tier 2 and then individual intervention at Tier 3. There are some aspects of biologically primary knowledge that probably cannot be directly taught, such as means-ends-analysis for problem-solving. However, specialists such as speech pathologists often work on improving skills that bridge the primary/secondary divide and that most young people acquire through typical development. I am not an expert on such interventions, but I did learn a little about Developmental Language Disorder when I co-authored a piece for American Educator with Pam Snow. Young people with Developmental Language Disorder often misunderstand certain cues or say things that are inappropriate. Wegive an example:
> “Imagine the child who, on being introduced to a distant relative > for the first time, asks, “Why have you got hair growing out of > your nose?” Most families have amusing, if sometimes excruciating, > stories to tell of toddlers whose still coarse pragmatic language > abilities meant that an alarming level of candor was used in a > social situation. Such blunt honesty can often be laughed off when > it comes from a 3-year-old, but it can cause serious social > consequences if the speaker is 9 or even only 6 years old.” Although understanding the social context around speech is a primary ability, presumably it can be explicitly taught to students who lack this understanding. Usually, such an intervention is likely to take place at Tier 3 of the Response to Intervention model, but it could conceivably happen at Tier 2 in a sufficiently disadvantaged school where a significant minority of students present with suchdifficulties.
The model below attempts to map Response to Intervention to the taxonomy. It assumes that Tier 2 includes more intensive knowledge-building and less application than Tier 1 and that biologically primary deficits are addressed at Tier 3: Clearly, any attempt to impose a generic model on different subject domains is always going to oversimplify, but is it still useful? I would be interested in your thoughts.Greg Ashman
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September 12, 2019September 12, 20193 Minutes
ASHMAN’S TAXONOMY
The cognitive domain of Bloom’s taxonomy was developed in the 1950s as a guide to assessment before many recent advances in cognitive science. It was then revised in 2001.
The intrinsic problems with the taxonomy are that it implies both a order to these different objectives and a commonality between, for example, analysing a graph and analysing a poem. The extrinsic problem is when others have tried to use the order of the taxonomy to imply that some objectives are superior to others: This is rough because it leads to the kind of professional development sessions where teachers are told that they are asking too many lower order questions and they need to ask more higher order ones. Let’s squish this down into something that perhaps better aligns with what we now know. We know, for instance, that applications such as critical thinkingand problem solving
rest on a foundation of relevant domain knowledge. The schemas held in long-term memory probably do not distinguish between knowledge and its application in any meaningful way. However, it is possible to conceive of teaching approaches that would neglect either sufficient knowledge-building or sufficient application and so it is perhaps a meaningful distinction for teachers. Where knowledge is lacking, we need to cycle back from application and build the relevant knowledge base before returning to application. That’s what the curly arrow isintended to show.
However, this only deals with what David C. Geary would term ‘biologically secondary’ knowledge – cultural knowledge created recently in our evolutionary history that we have not evolved to acquire such as reading, writing and doing mathematics. All biologically secondary knowledge co-opts what Geary terms ‘biologically primary’ knowledge – knowledge that we _have _evolved to acquire such as speaking and comprehending our mother tongue or following basic social norms. So let’s add that: This shows the importance of biologically primary knowledge as a foundation for biologically secondary knowledge. It also implies that if biologically primary knowledge is lacking then we need to fix this.Greg Ashman
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September 11, 2019September 11, 20191
Minute
BUCKING THE TREND – PART II ------------------------- It would be pretty silly, would it not, to point at a society very different to Australian society and say, “These guys do well in the Programme for International Student Assessment (PISA) so let’s copy what they do.” Unfortunately, that’s about as sophisticated as much of the discussion about Finland has been. We simply cannot know whether anything we identify about Finnish education, or anything that Finnish educators highlight as a cause of their success, is the reason for the relative difference in performance of Finland and Australia. And while the example of Singapore aligns far better with my own particular biases about what good education looks like, I would fault any similar approach that swapped out Finland as our object of affection and replaced it with Singapore (like that would even happen,but, you know).
Instead, the better comparison is to examine trends and variations _within_ systems (and PISA have worked hard to make such data available, as I have written about before).
This is what is so interesting about the graph in Part I of these twoposts
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Yes, I can see there is a trend and that’s what makes those schools that are bucking that trend so interesting. Perhaps we can learn something from them. However, in order to learn from outlying schools, there needs to be some variation. If every single school in a state requires teachers to issues learning styles assessments and differentiate according to learning styles, we can draw precisely no inferences about the utility of this approach from a comparison of the performance of these schools. Fortunately, we have other evidence to draw upon in this case. The problem arises when we wish to draw inferences about the kinds of complex real-world approaches that schools tend to adopt – those large, messy policies that bridge research, experience, local conditions and inspiration. That’s when introducing controlled variation to a system can help. No, it will never prove a cause-and-effect relationship, but it can enable us to make a few more tentative inferences. This is aided when performance information is made publicly available. In Australia we have the MySchool website that is set-up for the very specific purpose of informing parents about local schools. The UK government makes data analysis more easy. For instance, at the ‘compare school performance’ website, you can download spreadsheets full of progressdata
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This has not yet been updated for 2019. However, you still need the variation. You need schools to be pursuing different approaches so that you have a chance of learning something about those approaches. In the UK this seems to have been aided by greater school autonomy and the Free Schools movement. In his recentpost
for the campaigning group Parents and Teachers for Excellence, Mark Lehain notes that a pattern is starting to emerge where those schools that combine a ‘warm-strict’ approach to behaviour with a knowledge-rich curriculum are appearing as outliers in the data. Once the 2019 data is available, we can assess this more systematically. I would like Australian State and Federal politicians to reflect on how we may introduce more planned variation into our own state education systems and how we might learn from the natural experiment being conducted in England. After all, England and Australia have far more in common with each other than either does with Finland or Singapore, so there is a good chance that promising approaches identified by variation within England will also be promising here.Greg Ashman
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September 7, 2019September 7, 20192 Minutes
BUCKING THE TREND – PART I There were a number of responses on Twitter when Pasi Sahlberg posted a Tweet apparently quoting Diane Ravitch: At a basic level, the statement contradicts itself. If a student taking the same test at different times will get different results then that student’s results cannot be ordained by their family income and parents’ education. Nevertheless, being charitable, there is a sense in which Pasi and Ravitch are right and we will return tothat later.
Looking at the broader picture, there is irony in Sahlberg coming out against standardised testing, if that is what he is doing. Sahlberg is currently professor of education policy at the Gonski Institute for Education at the University of New South Wales in Sydney, but he is originally from Finland. He rose to prominence as an authority on Finnish education, writing books on what the world can learn from Finland. And the world is keen to learn these lessons. Why? In the early rounds of the Programme for International Student Assessment (PISA), Finland gained some of the highest results and this sparked a rush to find out how they did it. But PISA, of course, is a set of standardised tests. Since those early days, Finland’s PISA performance has significantlydeclined
and the factors often cited as the cause of its early success are likely to be wide of the mark.
It still performs relatively well compared to other countries, but this has never been a valid comparison. Countries differ on a variety of factors from the homogeneity of the population, all the way down to the home language and how regular and easy it is to learn. This means that the direction of travel of a particular state or country tells us more than any comparison between different countries. So in what sense are Sahlberg and Ravitch right about standardised testing? Well, it certainly correlates strongly to family background. In Australia, schools are given an ICSEA score that measures educational advantage. School students also sit standardised NAPLAN assessments in English and mathematics. The correlation between the two is striking (thanks to Julian Rossi, @julianvrossi): If Sahlberg and Ravitch made the claim that standardised tests are unreliable at the student level but the aggregate scores correlate with family background at the school level, then the claim is more justified. No assessment is ever completely reliable at the student level and therefore accepting their point about reliability depends on how much variation you are prepared to tolerate. Why would standardised test scores correlate to family background? If all else is equal, it makes sense that children from financially stable homes whose parents are highly educated would do better than those who lack this background, even if there is a fierce argument about how much of this advantage is nature versus nurture. However, in Rossi’s graph, we can clearly see that all thing are not equal. There’s a school with an ICSEA score just over 800 that is far outperforming many schools with an ICSEA score above the average of 1000. I wonder which school this is and I wonder what they are doing? That’s the advantage of having standardised test scores to consult. We can now ask these questions. Even better, NAPLAN assessments take place at Years 3, 5, 7 and 9 and so, if we wish, we can examine which schools have students who make the most progress. For instance, Blaise Joseph of the Centre for Independent Studies used NAPLAN data to identify primary schools that are bucking the trend,
visited them and described some of the common themes such as strong behaviour policies, explicit teaching and evidence-informed reading instruction. Ideally, it would be good to compare this with a control group of less effective schools*, but nonetheless, this kind of analysis is useful to schools and policymakers who want to know how toimprove.
In Part 2
,
I will examine another context where some schools are bucking thetrend.
------------------------- _*You can see why this might be difficult to do. It’s relatively straightforward to call a high-performing school and ask if you can visit them and find out about why they are successful. It is harder to call a low-performing school and ask if you can visit them and find out why they are unsuccessful. Nevertheless, it is feasible that some schools would want to cooperate in order to find ways to improve and this kind of research should be a focus of university educationfaculties._
Greg Ashman
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September 6, 2019September 7, 20193 Minutes
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