Rosenshine’s principles do not tell us how to teach well

The common assumption is that Rosenshine’s much-lauded Principles of Instruction[1] are a justification for teaching in a particular way, or top-tips for how to teach well. I argue that this is not true, and that they are merely a particular definition of teaching* amongst others. The other day, @SputnikSteve asked whether or not Rosenshine’s Principles… Continue reading Rosenshine’s principles do not tell us how to teach well

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Controversial Issues in Schools

At what point should a school attempt to prohibit a view being expressed? The ‘view being expressed’ might be support for a political party or cause through the wearing of regalia or clothes, or an opinion of a teacher that is aired in a classroom. For me, getting to grips with this question is central… Continue reading Controversial Issues in Schools

An outline of ‘schematic rationalism’

Many of the things that I disagree with in public debates, I disagree with because they appear to rely on a mistaken conception of language. I have been trying to work out how to simply explain this view of language and establish its basic assumptions. In order to enable me to better express my views… Continue reading An outline of ‘schematic rationalism’

A very brief response to Michael Merrick’s post regarding the power and curriculum

At the end of his extremely interesting and illuminating post, Michael Merrick challenges the reader for a more radical account of the nature of curriculum… here is a brief sketch of my offering: People often talk about schools or teachers delivering the curriculum, as if the curriculum is something or a collection of things that… Continue reading A very brief response to Michael Merrick’s post regarding the power and curriculum

Ofsted and accountability: a radical suggestion

Despite their best efforts, Ofsted frameworks will never be good enough; we need a radical rethink of how we hold teachers accountable. There is a paradox at the heart of Ofsted. On the one hand Ofsted’s defenders claim that its frameworks and handbooks are not prescriptive – after all they do not say precisely how… Continue reading Ofsted and accountability: a radical suggestion

Conceptual confusion in edu-twitter discussion: Definitions de re vs. de dicto

(The following is [when correct] largely taken from my reading of the work of P. M. S. Hacker; where it is wrong, it is entirely mine.) Many discussions on edu-twitter appear to begin in media res, that is, the initial missteps that caused the tension have already occurred. Twitter’s format is not conducive to then… Continue reading Conceptual confusion in edu-twitter discussion: Definitions de re vs. de dicto

Education as a sacrament [4/4] (preparatory notes for my talk at ResearchED Malmö)

Please note: these are just notes that I wrote for my own benefit for the talk. They are incomplete, poorly cited, and the grammar is slovenly, but I was asked to put them online and I've not had time to tidy them up. I've divided them into four parts, of which this is the last. The… Continue reading Education as a sacrament [4/4] (preparatory notes for my talk at ResearchED Malmö)

Education as a sacrament [3/4] (preparatory notes for my talk at ResearchED Malmö)

Please note: these are just notes that I wrote for my own benefit for the talk. They are incomplete, poorly cited, and the grammar is slovenly, but I was asked to put them online and I've not had time to tidy them up. I've divided them into four parts, of which this is the third.… Continue reading Education as a sacrament [3/4] (preparatory notes for my talk at ResearchED Malmö)

Education as a sacrament [2/4] (preparatory notes for my talk at ResearchED Malmö)

Please note: these are just notes that I wrote for my own benefit for the talk. They are incomplete, poorly cited, and the grammar is slovenly, but I was asked to put them online and I've not had time to tidy them up. I've divided them into four parts, of which this is the second.… Continue reading Education as a sacrament [2/4] (preparatory notes for my talk at ResearchED Malmö)

Education as a sacrament [1/4] (preparatory notes for my talk at ResearchED Malmö)

Please note: these are just notes that I wrote for my own benefit for the talk. They are incomplete, poorly cited, and the grammar is slovenly, but I was asked to put them online and I've not had time to tidy them up. I've divided them into four parts, of which this is the first.… Continue reading Education as a sacrament [1/4] (preparatory notes for my talk at ResearchED Malmö)