Friday, December 16, 2016

Play in education / John Dewey / teacher stress / critical thinking / the Corporate takeover of education and the destructive impact of political agendas


Merry Christmas to you all
Education Readings

By Allan Alach

Another year is ending, which means in New Zealand and Australia, it’s also the end of the school year, and time for teachers and children to have a long summer break away from the trials of teaching and learning. Make the most of the break - it’s the only real chance teachers get to have a ‘normal’ life.
Have a great break
 I will be taking my own advice and also having a break from sourcing education articles for these reading lists, until the end of January 2017. However I'm not letting you off that easy, so this week’s list is a bit longer than usual.

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Brain-Based Learning: Pushing Children to Learn Faster—Why?
Let me enjoy life
‘Brain-based learning promotes the idea that children learn faster if they are taught differently. But why push children to learn faster than ever before? Why turn children into adults before they are ready? What’s the purpose?
What right do educators and parents under the spell of indiscriminate brain-based learning hucksters have to destroy childhood?’

CRITICAL THINKING versus CRITICISM: Helping students know the difference
Recent world events suggest critical thinking is a skill that is sadly lacking.
‘Critical thinking is about thinking for yourself rather than accepting, without questioning, the
thinking someone else presents to you. Critical thinking identifies and examines underlying assumptions and biases about a concept, a discourse, a work of art or written expression, or some other abstract idea. It involves judgement – your judgement, which is justified with reasons and evidence.’

Why schools should not teach general critical-thinking skills
However … 
‘Of course, critical thinking is an essential part of a student’s mental equipment. However, it cannot be detached from context. Teaching students generic ‘thinking skills’ separate from the rest of their curriculum is meaningless and ineffective.’

Play: The Four Letter Word in Primary School
‘Decades of research provides evidence that play is the most valuable and successful way in which children engage in learning.  Through play, children can build all the necessary skills and knowledge required of them in readiness for adulthood.  Social-learning theory, constructivism, cognitive development theories, socio-emotional theories and physical development theories all uphold the power play has in the holistic development of children.

What does the post-truth world hold for teachers and educational researchers?
‘I wonder about the correlation between increasing systems of surveillance and control over curriculum and pedagogy and the growing number of high stakes testing regimes, audit and accountability technologies, and the narrative of slipping standards, declining outcomes and an education system in crisis.’

The most important thing schools don’t do
By Marion Brady
Marion Brady
‘On my list, one aim is paramount: “Maximize learner ability to make sense.” Not only does it enable every other legitimate aim of educating, it gives schooling its proper focus—maximizing human potential. No one needs to be taught how to make sense—to think. We’re born equipped to do it. The challenge is to do it better, to radically improve what are sometimes called “higher order” thinking skills, particularly those involved in tracing complex causal sequences and anticipating possible unintended consequences of well-intended policies and actions.’

21st century challenges
Let’s face it “21st century skills” are a bit meh! Especially when they have no context.
‘So frequently is this phrase used in the discourse on education today that when uttered it generates involuntary winces amongst those listening. On the education conference circuit “21st century skills” is the certainty on the buzzword bingo card. Never mind that we’re almost at the end of the second decade of a century that is the only one that every child in school has ever known. To be fair, it’s a well-intentioned phrase used by well-intentioned people. I’m sure it’s a phrase that’s passed my lips on more than one occasion even before I saw the foolishness of it.’

My Dream Job Destroyed My Dream: An Unoriginal Statement About Education

A sad story from USA which will ring true to teachers all over.
‘Five years ago, I got my first job as a teacher. My dream job. My dream school. I could not have been happier: life was good. Then, five months ago, despite my passion and idealism, I broke down and accepted that my dream for an education focused on divergent thinking, individuality, and genuine learning was horribly unrealistic, hindered by bureaucratic disconnect and systemic devaluation. It became clear that the job which originally brought me so much excitement, wasn’t at all as I thought. In fact, genuine creation and effective collaboration would be forever secondary to administrative agendas, systemic mandates, and a tireless effort to maintain the status quo.’

How useful are standards in helping teachers’ professional development?
Not very…
National Standards have disorted educvation 

‘Governing texts such as national professional standards and a national curriculum can have the unintended effect of constraining opportunities for teachers to learn about their work. This occurs when they are interpreted in ways that encourage coverage of individual standards. However, I believe, when teachers are supported to engage in authentic, contextually appropriate professional learning that is focused on their learning needs in relation to the learning of their students, they can transform their practice.

Contributed by Bruce Hammonds:

How to Integrate Growth Mindset Messages Into Every Part of Math Class
‘Catherine Good has experienced stereotype threat herself, although she didn’t know it at the time. She started her academic career in pure math, expecting to get a Ph.D. But somewhere along the way she started to feel like it just wasn’t for her, even though she was doing well in all her classes. Thinking that she’d just chosen the wrong application for her love of math, Good switched to math education, where she first encountered the idea of stereotype threat from a guest psychology speaker.’

Learning Goals… Success Criteria… and Creativity?
While I am aware that setting clear standards are important, making sure we communicate our learning goals with students, co-creating success criteria… and that these have been shown to increase student achievement, I can’t help but wonder how often we take away our students’ thinking and decision making when we do this before students have had time to explore their own thoughts first.’
http://bit.ly/29WT7tf

If there’s a magic bullet to fix education outcomes, it starts with equity

Things aren’t good in Australia either.
‘Kids are disengaged, results are declining, school only works for a third of students. And in
fortuitous timing, education ministers are meeting this week. With the end of the school education year comes the ritual release of end-of-school exam results. Once again we’ll parade the names of the top 100 schools and marvel at those that seem to do so well.
At the risk of raining on their parade it is all very predictable: two thirds of the top 100 are still there when the schools are ranked by the socio-educational level of the parents. Even the public/private school comparisons are largely spurious: results coming out of schools enrolling similar students don’t vary much between the school sectors.’

From Bruce’s ‘goldie oldies’ file:

John Dewey - New thinking 1897!
‘John Dewey's famous declaration concerning education was first published 1897 and is still as pertinent now as it was then. All school communities ought to declare their beliefs about education and then work towards aligning all their teaching to achieving what they believe in. If they do not determine their own destiny someone else will. Having clear beliefs provides both security and the basis of making all choices - or simply saying no as appropriate. The following are excerpts from Dewey's declaration.’

The corporate takeover of society and education.
‘Since the early 90s society has been reshaped by a neo liberal corporate ideology. An emphasis on private enterprise and self-centred individualism has replaced an earlier concern for collective good of all members of society.   As a result of this ideological shift a wider gap has been created between the rich and poor causing a number of social concerns. Schools as part of this shift have been transformed from a community orientation to being part of a competitive cut throat ideology.’

The surprising truth about what motivates us.
Daniel Pink’s latest book, ‘A whole New Mind: Drive’, subtitled ‘the surprising truth about what motivates us’, is truly exciting. He writes that for too long school have relied on an extrinsic ‘carrot and stick approach’ (or ‘name and blame’).The three things, he writes, that motivate us all are: autonomy, mastery and purpose. Real learning is achieved when the joy of learning is its own reward.’

Signs of a creative classroom
‘One thing seems obvious to me, after several decades visiting primary classrooms, is that real innovation only comes from creative teachers and not from imposed programmesUnfortunately,  all too often, creative teachers are the last ones to be listened to in this era of school consistency and formulaic 'best practices'. It seem we
are moving towards a standardised approach to learning at the very time when we need to value (and protect) our creative teachers and their creative students.’

 For New Zealand readers (but may be of interest elsewhere):

Given the changes in New Zealand politics recently, such as the sudden resignation of prime minister John Key (my pet theory, which I’ve been espousing for many months, is that he timed this to ensure he would get a knighthood before the election next year), as well as a stampede of government ministers for the exit door, here are few articles from a few years back about the government’s national standards based education agenda.

A teacher's response to National's 'Education in Schools' policy
Those of us who spoke out against national standards (and in some cases losing their careers as a result) in 2010 and 2011 are being proved correct. There is an increasing amount of evidence that is demonstrating that the main outcomes has been harming children’s educational and therefore life opportunities. How immoral is that?
‘I am saddened that this is the direction National want to take with our education system. We have a world-leading curriculum and (as National agree) excellent performance from our top students. However, we also have a long tail of underachievement, primarily from our Maori and Pasifika students and those from poorer backgrounds. Teacher input is only one aspect of learning – it is difficult to learn if you are hungry, tired or worried.

John Key and Mrs Tolley turn education into a McDonalds - principals will now become managers complying to franchise
regulations.
Time will show John Key and Mrs Tolley to be the simplistic wreckers they are. In the meantimecreative teachers will have to cope by going underground  and if the remainder can't see the problem then they will be seen as complying with the destruction of an education system once held in high esteem  by educators (if not politicians and technocrats) around the world.’

National's 'brighter future' doesn't include the students or their teachers!
‘The current National Government has ignored educators worldwide and opted for an accountants
view of education turning students into products and schools into factories so as to give consumers a choice - but what a choice!What many feared has come to pass. Populist political simplicity has won the day!If you repeat a half truth (one in 5 students are failing) without also factoring in the effects of poverty and poor health of  unknown in other civilised countries. One fifth of our students live in distressing poverty (that is, of course, 1 in 5).’

Friday, December 09, 2016

PISA Testing!/ End of school survey/ classrooms with the 'wow' factor

Time to think out of the box

Education Readings

By Allan Alach


I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Taking the PISA
Leaning tower of PISA
New Zealand teacher Mike Boon (aka Boonman)
Well, friends, today was PISA day. The day when all media outlets around the world breathlessly pronounce their education system is either “plummeting” down the tables, or, through some miraculous miracle, soaring to new educational heights.
Three years ago I ranted about this nonsensical test, run by the OECD, which tests hundreds of thousands of 15 year olds around the world on reading, maths and science. I’m listening to Garbage on the Spotify at the moment and that is an incredibly apt word.’

Academics Worldwide call for the end to PISA tests
In education policy, Pisa, with its three-year assessment cycle, has caused a shift of attention to short-term fixes designed to help a country quickly climb the rankings, despite research showing that enduring changes in education practice take decades, not a few years, to come to fruition. For example, we know that the status of teachers and the prestige of teaching as a profession have a strong influence on the quality of instruction, but that status varies strongly across cultures and is not easily influenced by short-term policy.’

Why Americans should not panic about international test results
Applicable to other countries as well.
‘Unlike elections, one cannot definitively prove PISA predictions to be wrong since student success
later in life cannot be conclusively reported like final vote counts. But if we think of a student’s success as winning the election, and the skills and knowledge PISA assesses as voters, what the polls missed during Brexit and the 2016 U.S. presidential election provides some interesting cautionary parallels.’

“Data is the wrong driver”
Phil Cullen
Thanks to Phil Cullen for this article about Queensland, Australia, which can be adapted for other similar educationally afflicted countries.
To comply with the current curriculum benchmarks, you cannot do justice to children or their learning. It is not practical to run a play-based curriculum AND meet the standards. If a child finds a caterpillar outside, it if far more engaging and meaningful to talk about butterflies and write and explore that, than to read a proscribed book and ask children about how a character can change or what we could do differently.’

Contributed by Bruce Hammonds:

End of Year Student Survey: Student feedback to implement next year.
Bruce’s latest article.
‘At the end of the school year it is a good idea to gather information from the students you are passing on. Not only is this a chance for you to get some insight about your teaching but it is also a great way to value the ‘voice’ of your students. You might also like to think about developing a similar survey for the beginning of next year to give some insight into student’s attitudes that they bring with them to your class. You could include the various learning areas, what they are expecting to gain from the year with you, and what questions they would like to find out more about. You might be able to work the later into a negotiated curriculum?’

Responding to Defiance in the Moment: Why Do Children Defy Authority?
Children who defy us often get to the core of our fears as teachers. They make us question our abilities and provoke feelings of insignificance. But when we rise above our own feelings and find developmentally appropriate ways to respond to these students, we offer them a path to success and a model of how to get along in the world.’

Teaching Without Rewards
Children build on their strengths, and to do that building—to grow academically and socially—they need us to recognize and encourage their positive efforts. But what’s the best way to offer that recognition and encouragement?’

When Students Need More: Taking the Long View
‘A reality of teaching that all teachers know well is that no matter how effectively we teach, no matter how hard students try, and no matter how many good days the class has together, students will sometimes need more—more direction, more support, more teaching, more time.

From Bruce’s ‘goldie oldies’ file:

Why schools don't educate.
‘Notes taken from John Taylor Gatto’s acceptance speech as New York Teacher of the Year 1990.Gatto was recognized in Tom Peter’s (the business ‘guru’) in his book ‘Re-Imagine’ published 2003 as an important future orientated educator.‘We live in a time of great school crises, Gatto began his presentation, ‘and we need to define and redefine endlessly what the word education should mean. Something is wrong. Our school crisis is a reflection of a wider social crisis – a society that lives in the constant present, based on narcotic consumption’

A future Vision for Education
‘We need to move beyond, ‘correcting past mistakes and attempting to improve the quality and productivity of a quasi industrial form of production in which children come in one end, are worked on by professionals and then exit at the other end with the requisite skills and qualifications’.If it only worked for all students there would not be any urgency to change but it is becoming obvious that too many students fail –and even those that ‘succeed’ leave without all their talents appreciated.’

Robert Fried on Seymour Sarason
‘One of Sarason’s forty odd books has a name that reflects his lifetime theme ‘The Predictable Failure of School Reform’. He retired in 1989 as professor of clinical psychology at Yale University.Fried calls Sarason  a ‘cautious radical’ and a pragmatic idealist
Robert Fried
who staunchly defends classroom teachers in one breathe and scolds them (and policy makers) in another for their failure to make schools interesting places for teachers and children
.’

Does your classroom have the 'wow' factor?
‘The first sign of ‘wow’ is the overall first impression the room gives you. The feeling you get is that you are indeed in special place. There is a feeling of positive relationships between teacher and learners and often parents are to be seen quietly helping students. Other students seem to be working without supervision. A quick look around the walls, covered with students creativity gives an impression that this is a room dedicated to the students themselves.’

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Some classrooms are a world of difference



Wednesday, December 07, 2016

End of Year Student Survey

 Student feedback to implement next year.


A culture of creativity or conformity?




At the end of the school year it is a good idea to gather information from the students you are passing on. Not only is this a chance for you to get some insight about your teaching but it is also a great way to value the ‘voice’ of your students.

You might also like to think about developing a similar survey for the beginning of next year to give some insight into student’s attitudes that they bring with them to your class. You could include the various learning areas, what they are expecting to gain from the year with you, and what questions they would like to find out more about. You might be able to work the later into a negotiated curriculum?

How much have National Standards distorted your teaching?

For the students at the end of the year:

1. What have been the best things you have done this year? Why?
2. What would you liked to have done more of this year?
3. What didn’t we do that I wish we had?
4. In what way have I changed this year? What areas have I improved in, or grown to like more?
5. What were the things I didn’t like most this year?
6. What would you change about how I teach or the class?
7. If you were giving advice for next years students of how to survive in style in my room, what would you say to them?

Do teachers listen to students 'voice' or  tailor learners to their plans?


Below are some interesting sentences for students to finish that will give you some idea of how they see schools, teachers and themselves.

A school is a place where……………..
A teacher is a person who…………………
A student is a person who………………

It is interesting to see what metaphors students come up with and if they see themselves as learners or someone who is taught things.

Do students see school as a place where teachers tell them what to do or a place full of opportunities to learn new things? 

Ideally it would be preferable for students to see their teacher as one who helps them learn for themselves not just a person who 'teaches' them things. 

Once again it would be preferably for students to see themselves as learners not people who do as expected by their teachers/school.

Try it. You might be surprised. You might even learn something!







Friday, December 02, 2016

Stress in teaching// the problem of school choice/ killing creativity/ Finland / Frank Smith and John Taylor Gatto

Enuf is Enuf - time to fight back!!

Education Readings

By Allan Alach


I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Teacher Stress & Anxiety in New Zealand Schools
The results clearly illustrate the extent of the problem of stress and anxiety in NZ schools today: the majority, 54% of respondents (365) answered Yes.  44% (296) answered No, and understandably,
due to the sensitivity of the subject, a small number 1% (11 respondents) declined to answer. These results are extremely concerning because no matter how subjective, for a majority of teachers to feel it is necessary to take time off in order to recover from workplace stress and anxiety, there will inevitably be consequences for the health and well-being of staff and potentially for the quality of teaching and learning in NZ.’

The Problem with Choice
Choice?
‘I know too many people who are not educators (and some who are) that are in favor of the choice movement in education. The biggest reason people want choice is to improve the education for their own children and then create competition so that other schools will be forced to improve or shut down. Unfortunately, both reasons are based in misconceptions about education.’

Russell Stannard: Why are digital literacies so important?
Russell Stannard
‘I have just returned from Finland where if you can’t use the internet you are massively hindered in your day to day activities as almost all government/ municipal contact is done online. They have huge problems for example with older people, immigrants and refugees, who cannot interact with the system. It is becoming harder and harder to survive in society without having the basic digital literacies.’


Instead of “Job Creation,” How About Less Work?
Increased automation has not reduced our workload. Why not? What if it did?
So, I say, down with the work ethic, up with the play ethic!  We are designed to play, not to work.  We are at our shining best when playing. Let’s get our economists thinking about how to create a world that maximizes play and minimizes work.  It seems like a solvable problem.  We’d all be better off if people doing useless or harmful jobs were playing, instead, and we all shared equally the necessary work and the benefits that accrue from it.’

What Kills Creativity in Kids?
‘Creativity is a choice—and if children are going to choose to be creative then parents (and teachers) have to be careful not to stifle it. What kills kids’ creativity? Here’s what to avoid.’

Standardizing Whiteness: the Essential Racism of Standardized Testing
But when you define a standard, an ideal, you make certain choices – you privilege some attributes and denigrate others. Since the people creating the tests are almost exclusively upper middle class white people, it should come as no surprise that that is the measure by which they assess success. Is it any wonder then that poor kids and children of color don’t score as well on these tests? Is it any wonder that upper middle class white kids score so well?

Contributed by Bruce Hammonds:

The Big Picture Learning School’s story
‘In the schools that Big Picture Learning envisioned, students would be at the center their own education. They would spend considerable time in the community under the tutelage of mentors and
they would not be evaluated solely on the basis of standardized tests. Instead, students would be assessed on exhibitions and demonstrations of achievement, on motivation, and on the habits of mind, hand, and heart  – reflecting the real world evaluations and assessments that all of us face in our everyday lives.’

The school of the future has opened in Finland
Child psychologists have long argued that changing the approach we take to education would help many children learn to love school rather than hate itWe've all heard pre-schoolers talk about how they can't wait to sit at their school desk and run to their next lesson with their rucksack over their shoulder. In fact, we probably remember that feeling of excitement ourselves the first time we
went. But right from the first days of school, many children feel a huge sense of disappointment with what they encounter.At the Saunalahti school in the city of Espoo, Finland, they've found a brilliant way to overcome this problem. Starting just with the school building itself, you'd look at it and never think it was a school. Instead, it's more a like modern art museum - wonderfully light and airy.’

To Advance Education, We Must First Reimagine Society
John Abbott
‘Because disaffection with the education system reflects a much deeper societal malaise, it’s imperative that we first figure out what kind of world we really want: a world populated by responsible adults who thrive on interdependence and community, or a world of “customers” who feel dependent on products, services, and authority figures, and don’t take full responsibility for their actions? The answer, he says, will point to the changes needed in all three pillars of education — schools, families, and communities.

From Bruce’s ‘goldie oldies’ file:

Frank Smith
Quotes from Frank Smith and John Taylor Gatto
Both of these authors should be on your reading list.
John Taylor Gatto is the author of 'A Different Kind Of Teacher'. Frank Smith's book is called 'An Insult To Intelligence’.  As well, Smith’s book “Reading” is a must read.

Teaching for thinking
‘There is a lot of talk about teaching thinking in schools and all sorts of thinking processes are often seen on classroom walls. The trouble is that more than talk and processes are required - there ought to be some real evidence of students thinking to be seen. All too often was is seen is 'higher order thinking for thin learning!’.'

Importance of School Values
‘A vision gives an organization a sense of direction, a purpose, but only if it is ‘owned’ and translated into action by all involved. But vision is not enough in itself. The values that any organization has are just as important or even more so because they determine the behaviors that people agree to live within. Alignment of people behind values is vital but too often both vision and values are just words hidden in folders are rarely referred to. What you do must reflect what you believe if there is to be integrity. And any alignment needs to include students and parents as well.’

Friday, November 25, 2016

Design thinking/ 21st C thinking/ Girls and maths/ Empathy / transforming secondary education....



Ideas to read and share - pass on to two poeople

Education Readings

By Allan Alach


I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

10 Things That Happen When Students Engage in Design Thinking

‘Unfortunately, the system isn’t designed for innovation. For years, schools have been stuck in a one-size-fits-all factory model, where students passively consume content. Some people will point out that this model is outdated. However, I would argue that factory education was a bad idea from the start. Because here’s the thing: kids aren’t widgets. While one-size-fits-all works great for socks, it’s not ideal for minds. Kids need to dream and wonder and imagine. They need to design and build and tinker. This is why I love design thinking. It’s a flexible framework that guides students through specific phases in the creative process.’

What Neuroscience Can Tell Us About Making Fractions Stick
‘Fractions are a notoriously tricky part of elementary math education for many children. Too often teachers struggle to ensure students are grasping the conceptual underpinnings of this complicated
topic, resorting to “tricks” that will help them learn the procedures of adding or multiplying instead. This is particularly troubling because studies have shown that students’ knowledge of sixth grade fractions is a good predictor of their math achievement in high school. This is largely because a deep understanding of fractions plays out in algebra.’

Critical Thinking in the 21st Century and Beyond
Many of the 21st Century skills that are emphasized today were evident in the project that took place in 1988.  It is not that this type of learning is new. Heck, everything we see and hear for the most part is not new.  What has changed is how technology provides a new avenue to actively integrate this type of learning in ways that many of us could never have imagined.  The key is to focus on project-based and authentic inquiry. Taking the example I presented from my schooling consider the following elements and the ubiquitous role technology should play…’

Gender gaps in math persist, with teachers underrating girls' math skills
‘The study, published in AERA Open, a peer-reviewed journal of the American Educational Research Association, also shows that teachers give lower ratings to girls' math skills when girls and boys have similar achievement and behavior. In addition, using two national datasets gathered more than a decade apart, this study finds that teachers' lower ratings of girls are likely contributing to the growth in the gender gap in math.’

School Autonomy in England Fails to ‘Unleash Greatness’
So much for the big claims that have been made. Surprised?
‘The UK Government promised to ‘unleash greatness’ in English schools with its radical school
autonomy plan to convert all schools to independent academies. A new comprehensive review of the experience with academies shows the plan is failing. It concludes that academies are an imperfect way to address the challenges faced by struggling schools and their students and that school autonomy has clear limits as a school reform strategy.’

Contributed by Bruce Hammonds:

An environmental study for New Zealand teachers:A chance to do some real inquiry: Harakeke study and other ideas
Bruce’s latest article - great suggestions that can easily be adapted for other countries.
An environmentally alert teacher always keep an eye open for interesting things to introduce to his, or her students. November/December is an ideal time for environmental or ecological studies. My visits to schools this term indicates such awareness is a lost art.’
New Zealand Flax  ( and Nikau Palm ) by Taranaki artist Caz NovaK


Marion Brady: De-Legitimizing Public Education
Marion wrote this article about US education in 2010. How well was his crystal ball working, given Trump’s choice for Secretary of Education?
‘The quality of American education is going to get worse. Count on it. And contrary to the conventional wisdom, the main reason isn’t going to be the loss of funding accompanying economic hard times.’

Joey Moncarz - teacher
the Deep Green Bush-School
A new school opening in New Zealand:
‘The Deep Green Bush-School is a democratic  nature-immersion school for Years 1-13, based on thousands of years of indigenous wisdom and on how humans actually evolved to learn - in freedom. Our highest priority is the health and happiness of our children and future generations, and we will nurture a new generation of young visionaries who will rise to the challenge and help heal our world.’

Why Empathy Holds the Key to Transforming 21st Century Learning
Like other aspects of modern life, education can make the head hurt. So many outcomes, so much important work to do, so many solutions and strategies, so many variations on teaching, so many different kinds of students with so many different needs, so many unknowns in preparing for 21st Century life and the endless list of jobs that haven’t been invented.What if we discovered one unifying factor that brought all of this confusion under one roof and gave us a coherent sense of how to stimulate the intellect, teach children to engage in collaborative problem solving and creative challenge, and foster social-emotional balance and stability—one factor that, if we got right, would change the equation for learning in the same way that confirming the existence of a fundamental particle informs a grand theory of the universe?That factor exists: It’s called empathy.’

From Bruce’s ‘goldie oldies’ file:

Henry Giroux - lessons for New Zealand educators. Revitalizing the role of public education.
‘I was recently sent a rather long article written by Henry Giroux. I struggled to read it but I believe it is important to share the ideas he writes about if the true aims of education are to realised. Giroux sees education as central to the development of a just and democratic society currently under attack by neo –liberal thinking.’

Learning: from 'novice' to 'expert' from John Edwards
‘When anyone undertakes new learning ( including first appointment as a principal or teacher)one starts in the 'novice' position. At this point individuals need to know clearly what is expected of them and how to go about it.As learning progresses the need for rule governed behaviour decreases. When the 'expert' position is realised then people are able to use their experience ( having internalised rule governed behaviour). Such 'experts' are able to 'read' the context and make decisions intuitively.’

All learners fit on a novice expert line

Transforming Secondary Education – the most difficult challenge of all.Thoughts from a past age – ‘Young Lives at Stake’ by Charity James
‘So far the teaching profession has not offered creative alternatives to parents. In contrast, school are becoming even more conservative to cope with the political straitjacket of National Standards and Ministry targets. Standardisation rather the personalisation is the current political agenda. Time it seems for some courage from educators to provide viable alternatives to parents.  The field is open for change but any alternative needs to be realistic, intrinsically interesting and relevant.’