Tag Archives: Professional Reading

Reading this week…13th January⤴

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The first piece is by Mark Ensor, and it’s about parts of teaching which are not seen, but happen all the time in a reflective classroom. The piece discusses lesson observations at one point. I’ve had a few of those and I wouldn’t rate them highly as something that has improved my teaching. The things that have improved my teaching are reading websites, tweets and books, high quality training and casual observations and chat with the wonderful folk I’ve been lucky enough to work with.

Here is teacherhead revisiting Dylan Wiliam’s formative assessment strategies. When I’ve heard or read Dylan, it is a good reminder that his key principles of formative assessment have become many things to many people. He doesn’t think all of them are a good fit with his initial ideas.

If you’re wanting some podcasts for the new year based on education Third Space has this list.

I’m very interested in the use of retrieval practice to secure pupil learning and I’m always looking for ways to use it in class. Here is one teacher’s ideas.

And here are some more ideas of how we can use recall in class.

A simple sketchnote to help develop depth in questioning from Impact Wales. And another one.

Day 24 of 365

Gordon McKinlay

Day 24 of 365

Highers? The best we can do?⤴

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It’s Easter Monday, (Bank holiday in the UK) and it’s 8:47 PM. My step-daughter is holed up in her room. Listening to music? Watching YouTube vloggers? Reading? Watching Games of Thrones via illegal feed? None of the above. She’s studying. This time for English Higher. Saturday it was for Art, Friday for RMPS.  Wednesday night she was up until 2:45 AM working on her Graphic Communication project which was due in. (She was up against a wholly unrealistic time scale, as the previous teacher ‘misunderstood’ what was required for the exam. I wonder if they were up at 2:45 and then ready for school next morning??) To be fair to her she didn’t start work until 10:00 PM on the Wednesday night.

 

Would you like to guess why she began work so late? She was organising a music concert at her school along with other S5’s. This wasn’t part of her course: It was over and above. It was her and her friends taking a leading role in school life. The Curriculum for Excellence says this is a thing to aspire to for schools and pupils, yet due to some inadequate work from a teacher, her reward for this was working until 2:45 AM.

 

Well at least it’s the holiday now. Except it’s not quite the holidays, as my step-daughter is attending revision classes in the school on different days of the holiday. These are being provided by teachers who are clearly committed to their pupils getting the best grades they can in their exams, so committed in fact that they are ignoring national guidelines on holidays for pupils and teachers to deliver them.

 

Perhaps she’s having to cram as she’s not done enough work previously? Maybe she slacks off and works hard in the ‘exam season’. I can tell you she’s not angelic. She leaves the toilet lid up, doesn’t wash her food pots and has even been known not to replace the butter in the butter in the butter dish! She does work very hard at her studies however, pushes herself hard, as well as trying to develop other areas of her life (like attending animation classes, organising concerts for the school, volunteering in a hospice shop when she can).

 

Our ‘new’ Curriculum for Excellence (published in 2004) has strong ideals and ethics in it. It aims to create “successful learners, confident individuals, responsible citizens and effective contributors.” I’m not sure how these fit with holiday revision classes, weekends where homework is all that gets done in a household, time taken off school to complete ‘vital’ homework tasks. To my mind they don’t. The conditions of work my step-daughter is working to are likely to turn our young people away from education for a lengthy period of time. I dare not think too long about the effects this amount of work and pressure has on her (and her many friends) mental health. This was not the aim of the 2002 consultation paper on education, yet this is where we are.

 

Charlie Love wrote a great blog post about National 4 exams and the effect that working Nat 4 courses had on pupils, it’s well worth a read. It is not just Highers, it’s the National 4 and 5 exams which don’t appear to be working also.

A quick google for problems with Highers brings up a few news reports but nothing too recent. It seems that the political will to create a system where our young succeed and lead balanced, healthy lives is not there. When I did my ‘A’ levels (in England), I (like everyone else) took two years of study to pass them. It was a wonderful time of my life, some hard work, some enjoyment of a different side of school life, even some maturing! The key was the time afforded to work, think and develop inside the school week. I had at least one 1hr 15 period of study time each day. Sometimes more. My step-daughter gets nothing, it’s wall to wall teaching.. Yet, apparently this amount of teaching time isn’t enough, she still has to work so much ‘extra’ time in the evenings and holidays.

 

I’d be delighted to hear from Angela Constance and Iain Gray about pupils being overworked in order to pass National Exams. I’d also be interested to hear of anyone else’s experiences. Please tweet me @robertd1981 or e-mail me at robertdrummond@gmail.com if you wish to contact me, but not leave a public comment.

 

This isn’t progress. This isn’t creating an education system better than the oft-mocked English system I described earlier. This isn’t good enough.

 

Assessment.⤴

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Assessment. It’s difficult, difficult, lemon difficult. I read this blog post and it became a bit less difficult. I really like the 7 questions Michael has written down.  Whatever method we use for assessment, these questions provide ideas about why we are doing it and most importantly the impact the assessments are going to have on our learners. Have a read, leave a comment for Michael.  What do you think?