Tag Archive | David Fawcett

Why Authentic Assessment Matters: Assessing Speaking and Listening

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Does public speaking matter?

What do the Houses of Parliament, the Oxford Union, big business board rooms, assembly halls and court chambers have in common? They are the seats of power for people who lead our nation, the great…and the not-so-great and good. What other common factor is at work in such settings? Each respective setting requires expert speaking and listening skills. Indeed, power in society equates with the power of knowledge and to speak and to listen in such social settings. We must empower every student with the tools to speak in such settings if we seek real social mobility. Now, my argument is that when Gove suggests that we should move towards an ‘all eggs in one basket‘ summative exam, we should reject that proposition. We should instead look to a richer, much more varied assessment model that has speaking and listening rooted at its core.

“We value what we measure, rather than measuring what we value” is a common refrain in education. Michael Gove has recently declared that if we are to return to an education system of rigour we must have a fitting assessment model. Now, few professionals could argue with this ambition for rigour, but Gove has indicated that high standards will only be upheld by the narrowest of assessments – an ‘all eggs in one basket’ summative exam approach. Such a narrow model (although it does signal the positive jettisoning of endless resits and time-consuming controlled assessments) fails to prepare our students of today for a complex tomorrow. One shift we must make is to place challenging oral assessments at the heart of our curriculum model, across curriculum subjects, if we are to move towards a curriculum fit for the twenty first century. We need to show we value those key skills for success: speaking and listening skills. They should be rooted in our daily practice – not be seen as burdensome or extraneous high-stakes assessments.

I can remember with vivid immediacy my experience of speaking and listening presentations in my English lessons. Notably, I remember no such challenge outside of English, except a couple of Spanish orals, which were rather less than memorable. I loved many of my English lessons, as you would likely expect, but the prospect of presenting to my peers filled me with dread. At KS3 I gave a dire talk on earthworms; at KS4 I lowered the bar still further with a bleak explanation of cancer. Each time I had to present to the group my fear was nearly insurmountable, resulting in my feigning illness on more than one occasion. Now I am confident speaking to a hall of over one hundred fellow professionals. How has this transformation occurred? Repeated deliberate practice. Was it solely down to those assessments – of course not – but they made a difference. I was made to undertake that challenge, whereas if the assessment was not an external requirement I may not have had to complete such a task. If those assessments didn’t exist on a more formal basis would we have undertaken them given factors like student recalcitrance or merely absence? Ultimately, one lingering impact of those tentative presentations and group discussions is that am able to become successful at my job and so much more.

Oracy has always been the poor sibling to reading and writing and once more we are failing to exploit a realigned curriculum to raise the status of speaking and listening. Despite its lowly status, educationalists across the globe recognise its primacy in the very act of learning. Even a rudimentary understanding of child language acquisition will spell out that oracy is the very foundation for successful reading and writing. I know, for example, that my young daughter’s oral proficiency will correlate strongly with her future ability to read and write successfully. Indeed, reading itself is a form of listening – described here by E. D. Hirsch:

“Reading—even skimming—is indeed accompanied by “subvocalization.” Although some teachers use this term to refer to children whispering to themselves as they make the transition from reading out loud to silent reading, researchers use this term to refer to the internal voice we all hear while we read silently. We use an inner voice and an inner ear. Reading IS listening.”

To say that listening complements reading also highlights its crucial role in the writing process. ‘Subvocalization’ is also inherent in the writing process, so much so that we commonly use the phrase ‘the writer’s voice’ without a second thought. You are likely voicing this blog this very moment! Extended talk and oral rehearsal can aid the writing process as much as it can prepare for a speaking performance. Put simply, speaking and listening are integral to reading and writing. If we foreground the assessment of speaking and listening, we enrich reading and writing.

I teach English and we have three speaking and listening assessments at GCSE for English Language (none for English Literature) which accounts for 20% of the overall grade for English Language – not far off from an appropriate percentage for how I see speaking listening could being assessed in all subjects. Of course, Modern Foreign Languages has oral assessment at the heart of its curriculum, but in my opinion, there is a paucity of high quality oral assessments inter-connected across our curriculum (which would bolster the learning of foreign languages, a particular need for British students). To use an aural metaphor, we need each teacher in the school to be a player in a orchestra, each contributing to the music that is speaking and listening skills. We fail to exploit the many rich opportunities for rigorous assessment in the form of debate and individual presentations. We expect students to undertake university interviews, to give seminar presentations, to perform a ‘viva voce’ in further education – not even getting starting on the world of work; yet we only tinker at the margins with preparatory assessments that would further nudge teachers and schools to raise the standards of speaking and listening assessment. The opportunities are legion, but too often forsaken.

An approach to public speaking could be rigorous and systematic – a balancing point to end of course exams. We can record assessments with ease and relatively cheaply – it is already a requirement for parts of the iGCSE and the International Baccalaureate. This may create somewhat of a burden, but that does add greater rigour and consistency to the process – a price well worth paying. We can also balance internal and external assessment judgements too to add greater consistency. One interesting comparison between AQA GCSE English and the International Baccalaureate, for example, is that with the IB all written coursework is assessed externally and half of the speaking and listening is assessed externally too. It would cost exam boards some money, but it would be roundly welcomed by teachers and it would take away accusations of ‘cheating’ or grade creep levelled at teachers.

A rather unhidden truth is that our assessment models are largely dictated by the exam boards, of which we pay handsome sums of money for the privilege of the undertaking. I am not shocked when a company driven by a profit motive selects an assessment model which prioritises cost over quality. When I consider controlled assessments: the bastard child of coursework and examinations, the reality is that exam boards have a vested interest in an assessment model that are cheap, easily digitalised, easily replicable and mass produced tasks. Reductive written exams are the epitome of an easily outsourced and replicable model – but such exams alone do not provide a rich, holistic model of accurate assessment. Speaking and listening assessments, rigorously assessed, ideally with a balance of internal and external judgements, but at the very least recorded for standardising purposes, cost time and money. But we must ask, what is the best education worth? According to official accounts released by Companies House, Edexcel made profits of more than £60 million in 2010 – compared with just more than £10 million in 2004. AQA and OCR are actually charities, with a mission to “do good in education” – a better, more comprehensive assessment model would go some way to doing that ‘good‘. We must lobby fiercely for a system of assessment fit for the future.

If we truly measure what we value, rather than value what we measure, and we want to leverage as much social mobility as is possible in a system distorted by social inequality, then we must broaden our assessment model. We must encompass speaking and listening skills, with as many opportunities for public speaking as possible, into our assessment model if we want to develop students who can thrive and succeed.

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Top Ten Group Work Strategies

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If I am continually vexed by any one question in education it is ‘how can we enhance student motivation?‘ Of course, I do not have the answer, and if there is one it is multi-faceted, complex and, frankly, not going to be solved in this blog post! From my position as a classroom teacher, I am always on the look out for those strategies that create a state when students are motivated and in their element, where they work furiously without even realising they are doing so, without realising the clock is ticking down to the end of the lesson. There is no better compliment than when students question how long there is left and express genuine surprise at how fast time has passed, and that they have actually enjoyed that lesson!

My, admittedly non-scientific, observations are that many of the times students are in ‘flow‘, or their element, in my lessons is when they are collaborating in group work. Why is this then? I believe that we are obviously social beings and we naturally learn in such groups (not always effectively it must be said), but that, more importantly, when working in a group we are able to correct, support, encourage, question and develop ideas much more effectively. The power of the group, guided by the expertise of the teacher, accelerates learning, makes it richer and demands a learning consensus that can push people beyond their habitual assumptions.

Don’t get me wrong, there are pitfalls and obstacles to group work. This constructivist approach should build upon expert teacher led pedagogy – ensuring that students have a good grounding in the relevant knowledge before undertaking in-depth group work. Group work can also be beset by issues in many nuanced forms: whether it is subtle intellectual bullying, where the student who shouts loudest prevails; or the encouragement of mediocrity and laziness, as students let others do all the work; or simply by poor, distracting behaviour. Another issue is ‘group think’ miscomprehension – indeed, how does prejudice flourish if not in social groups? Yet, this failure is often great for learning as long as the teacher can illuminate the error of their ways. Of course, no teaching strategy is foolproof and plain good teaching should remedy many of the potential ills of group work, just as good teaching can make more traditional teacher-led ‘direct instruction’ wholly engaging and effective.

I am intrigued by the idea of ‘social scaffolding‘ (Vygotsky) – the concept that most of our learning is undertaken in group situations, where we learn through dialogue and debate with others, not simply by listening to that voice in our head! That being said, I am not talking teachers out of a classroom here. The role of the teacher in devising and planning a successful group task takes skill, rigour and utter clarity and precision. Students need to be clear about a whole host of things: from their role, to the purpose of the task and the parameters of expected outcomes to name but a few. Teachers need to keep groups on track, intervene appropriately to improve learning and regularly regain student focus. Teachers have a pivotal role in guiding the group work at every stage. Group work certainly isn’t the lazy option: it takes skill in the planning and the execution, and sometimes, despite our best laid plans, it still fails. That shouldn’t put us off – aren’t all teaching and learning strategies subject to such risks?

If I was to define a simple and straight-forward basis for the rules for group work it would be:

– Have clearly defined tasks, with sharp timings and with the appropriate tools organised
– Have clearly defined group roles
– Have clear ground rules for talk, listening and fair allocation of workload etc.
– Target your support and interventions throughout the task, but make them interdependent of one another, not dependent upon you
– Always be prepared to curtail group work if students don’t follow your high expectations.

So here it is, my entirely subjective top ten strategies for group work that I believe to be effective (ideas for which I must thank a multitude of sources):

1. ‘Think-pair-share’ and ‘Think-pair-square’.

Well, no-one said this top ten had to be original! This strategy is one of those techniques that we employ so readily that we can almost forget about it, it is simply so automatic for most teachers; yet, because of that we can easily forget it in our planning. We need to use it regularly because it is the very best of scaffolded learning; it almost always facilitates better quality feedback by allowing proper thinking time and for students to sound out their ideas and receive instantaneous feedback from peers. ‘Think-pair-square’ adds a touch of added flavour, involving linking two pairs together (to form the ‘square’ to share their ideas before whole class feedback). Once more, it is about adding depth to ideas, stimulating debate and collaborative thinking. I defer to this blog post by @headguruteacher for the skinny on ‘Think-pair-share’ here.

2. Snowballing or the Jigsaw method

Similar to the ‘square’ approach mentioned in ‘Think-Pair-Square’, the ‘snowballing’ activity is another simple but very effective way of building upon ideas by starting with small groups and expanding the groups in a structured way. As the metaphor of the snowball suggests, you can begin with an individual response to a question; followed by then pairing up students up; then creating a four and so on. It does allow for quick, flexible group work that doesn’t necessarily require much planning, but does keep shaping viewpoints and challenging ‘answers’ is a constructive fashion.

The ‘jigsaw method’ is slightly more intricate. David Didau describes here how it is the “ultimate teaching method”, but that it benefits greatly from careful planning. Put simply, when researching a topic, like the causes of the Second World War, each member of a group is allocated an area for which they need to become the ‘expert‘, such as ‘the impact of the Treaty of Versailles’, or ‘issues with the dissolution of Austria-Hungary’ for example. With five or six ‘Home‘ groups identified, the ‘experts‘ then leave that group to come together to pool their expertise on the one topic; they question one another and combine research, ideas and their knowledge. Then each ‘expert‘ returns to their ‘home‘ group to share their findings. It is a skilful way of varying group dynamics as well as scaffolding learning.

3. Debating (using clear rules)

As you probably know, our own inspiring leader, Michael Gove, was the President of the Oxford Union. Clearly, these ancient skills of rhetoric and debate have seen him rise to dizzying heights. Perhaps we need to teach debating with great skill if we are to produce citizens who can debate with the best of them…and with Michael Gove! The premise of a debate, and its value in enriching the learning of logic, developing understanding and the simultaneous sharpening and opening our minds, is quite obvious so I will not elaborate. If you are ever stuck for a debate topic then this website will be of great use: http://idebate.org/debatabase. The Oxford rules model is an essential model for the classroom in my view. It provides a clear structure and even a level of formality which is important, provide coherence and greater clarity to the debate. The rules, familiar steps though they are for many, are as follows:

Four speakers in each team (for and against the motion)
First speaker introduces all the ideas that team has generated
Second speaker outlines two or three more ideas in some depth
Third speaker outlines two or three ideas in some depth
Fourth speaker criticises the points made by the other team
Each individual speaker has two minutes to speak (or more of course), with protected time of thirty seconds at the beginning or the end
The rest of the team is the ‘Floor‘ and can interject at any time by calling out ‘Point of Information‘ and standing. The speaker can accept or reject an interjection.

You may wish to have the other groups work as feedback observers on the debate being undertaking (a little like Socratic circles – number 8). This has the benefit of keeping the whole class engaged and actively listening to the debate.

4. Project Based Learning/Problem Based Learning

I have to admit I have only ever undertaken project style work on a small scale, but in the last year I have been startled by the quality of work I have observed in project based learning across the world. The principals of Project Based Learning are key: such as identifying real audiences and purposes for student work (a key factor in enhancing motivation); promoting interdependent student work, often subtly guided by the teacher at most stages; letting students undertake roles and manage the attendant challenges that arise; learning is most often integrated and spans subject areas; and students constructing their own questions and knowledge. Truly the best guide is to survey these great examples:

http://www.hightechhigh.org/schools/HTHI/ The curriculum here is founded upon the PBL model.
http://brookfieldcyclingproject.blogspot.co.uk/ A brilliant PE based PBL.
http://deeplearning.edublogs.org/2012/12/02/meet-the-ancestors/ A great Art centred project.

The Innovation Unit has also produced this brilliant must-read guide to PBL in great depth here.

‘Problem based learning’ is clearly related to the project model, but it explicitly starts with a problem to be solved. It is based primarily upon the model from medicine – think Dr House (although he is hardly a team player!). David Didau sagely recommends that the teacher, or students in collaboration, find a specifically local problem – this raises the stakes of the task. Clearly, in Mathematics, real problem based learning can be a central way to approach mathematical challenges in a collaborative way; in Science or Philosophy, the options to tackle ethical and scientific problems are endless. There is criticism of this approach – that students struggle with the ‘cognitive load’ without more of a working memory. Ideally, this learning approach follows some high quality direct instruction, and teacher led worked examples, to ensure that students have effective models to work from and some of the aforementioned working memory.

5. Group Presentations

I would ideally label this strategy: ‘questions, questions, questions‘ as it is all about creating, and modelling, a culture of enquiry by asking students questions about a given topic, rather than didactically telling them the answer – then helping shape their research. The teacher leads with a ‘big question‘; then it is taken on by groups who (given materials, such as books, magazines, essays, iPads, laptops, or access to the library or an ICT suite etc.) have to interrogate the question, forming their own sub-set of questions about the question/ topic. They then source and research the key information, before finally agreeing to the answers to the questions they had themselves formed. The crucial aspect about presentations is giving students enough time to make the presentation worthwhile, as well as allocating clear roles. High quality presentations take time to plan, research and execute. Personally, I find the timekeeper role a waste of time (I can do that for free!), but other roles, such as leader, designer and scribe etc. have value. Also, the teaching needs to be carefully planned so the entire presentation is not reliant solely upon any one person or piece of technology. Developing a shared understanding of the outcome and the different parameters of the presentation is key: including features like banning text on PowerPoints; or making it an expectation that there is some element of audience participation; to agreeing what subject specific language should be included. The devil is in the detail!

6. ‘Devise the Display’

I have a troubled relationship with displays! I very rarely devise my own display as I think displays become wallpaper far too soon considering the effort taken to provide them – like newspapers, they become unused within days. I much prefer a ‘working wall‘, that can be constantly changed or updated (or a ‘learning continuum’ for an entire topic when can be periodically added to each lesson). That being said, I do think there is real high quality learning potential in the process of students devising and creating wall displays. It is great formative feedback to devise a wall display once you are well under way a topic. It makes the students identify and prioritise the key elements of their knowledge and the skills they are honing.

I find the most valuable learning is actually during the design ideas stage.You can ‘snowball’ design ideas with the students; beginning individually, before getting groups to decide collaboratively on their design; then having a whole class vote. I do include stipulations for what they must include, such as always including worked examples. Then, the sometimes chaotic, but enjoyable activity it to create the display. I always aim for the ‘60 Minute Makeover‘ approach – quick and less painful (it also makes you less precious about the finer details)! I think they also learn a whole host of valuable skills involving team work, empathy and not to annoy me by breaking our wall staplers! I think it is then important to not let any display fester and waste, but to pull it down and start afresh with a new topic. I know this strategy does put some people off, because it can be like organised chaos, but if everyone has a clear role and responsibility the results can be amazing. [Warning – some designs can look like they have been produced by Keith Richards on a spectacular acid trip!]

7. Gallery Critique

This stems from the outstanding work of on Berger. Both a teacher and a craftsman himself, Berger explains the value of critique as rich feedback in his brilliant book ‘The Ethic of Excellence‘. It can be used during the draft/main process or as a summative task. This strategy does have some specific protocols students should follow. The work of the whole group should be displayed in a gallery style for a short time. Students are expected to first undertake a short silent viewing (making notes to reflect is also useful here). The students make comments on the work – post it notes being ideal for this stage. Then the next step is a group discussion of ‘what they noticed‘ in particular, with debate and discussion encouraged – of course, the feedback should be both kind and constructive. The next step for discussion is talking about ‘what they liked‘, evaluating the work. The final stage has the teacher synthesise viewpoints and express their own; before ensuring students make notes and reflect upon useful observations for making improvements.

8. Socratic Talk

I have spoken about this strategy before here. What is key is that like the debating rules above, a clear and defined structure is in place, particularly with ‘Socratic circles‘ which embeds feedback and debate in a seamless way. It takes some skill in teaching students how to talk in this fashion, but once taught, it can become a crucial tool in the repertoire. In my experience, some of the most sensitive insights have emerged from this strategy and the listening skills encouraged are paramount and have an ongoing positive impact. It also allows for every student to have a role and quality feedback becomes an expectation.

9. Talking Triads

Another simple, but highly effective strategy. It is a strategy that gets people to explore a chosen topic, but with a really rigorous analysis of ideas and views. The triad comprises of a speaker, a questioner and a recorder/analyst. You can prepare questions, or you can get the questioner and the analyst to prepare questions whilst the speaker prepares or reflects upon potential answers. This can be done in front of the class as a gallery of sorts, or you can have all triads working simultaneously. If they do work simultaneously, then a nice addition is to raise your hand next to a particular triad, which signals for other groups to stop and listen whilst that specific triad continues, allowing for some quality listening opportunities.

10. Mastery Modelling

This involves a form of formative assessment from students, whereat the teacher gives a group a series of models, both exemplar models and lesser models, including some with common errors that students would likely identify. The students need to do a critical appraisal of the these models as a group and identify their summary assessment of the models first, before then devising and presenting a ‘mastery model’ that is a composite exemplar model of work. This strategy works in pretty much every subject, with the subject being either an essay, a piece of art, or a mathematical problem. This presentation should include an explicit focus upon the steps taken leading to create the ‘mastery model‘ during the feedback – this unveils the process required for mastery for the whole class.

Useful links:

A great research paper that analyses group work and its importance:
‘Toward a social pedagogy of classroom group work’
By Peter Blatchford, Peter Kutnick, Ed Baines, and Maurice Galton

An excellent National Strategies booklet from back in the day when the DfE was interested in pedagogy. I particularly like the ‘different grouping criteria’/’size of grouping’ tables:
Pedagogy and Practice: Teaching and Learning in Secondary Schools Unit 10: Group work

Nice step by step guide to the implementation and the delivery of group work
Implementing Group Work in the Classroom

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A Creative Curriculum fit for 2013 and Beyond

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“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.” Horace Mann

Recently I came across a beautifully written ode to creativity written by @RealDavidCameron – see here. Please read it in all of its resplendent glory. The article, appropriate for our austere times, and rather bankrupt political leadership, is not all sweetness and light. Birth weight and poverty are recognized as near intractable factors that inhibit learning, but the driving force of the article resides in the transformative power of education. This was connected to another article by an inspiring school leader, Tom Sherrington – the @headguruteacher – with this article on creativity here: Teaching for Creativity and Innovation. Now, let me admit, when I sometimes hear the term ‘creativity’ used regarding education I wince slightly. ‘Passion’ and ‘creativity’ have become easy labels used across public and private sectors, becoming appropriated by advertisers, regardless of whether those qualities are exhibited or not, like some empty corporate mantra. When people laud Sir Ken Robinson I cannot but agree with his inspired speeches, but without action those words ring hollow. What leaders like Tom Sherrington and people like David Cameron do is put meat onto the bones of the creativity mantra in a real and valuable. They shine a light on creativity in practice and thereby encourage us to bask in the glow and feed the flame.

What is being proposed in the Ebacc is a reactionary and regressive response to the dynamic needs of our students, our communities and our wider economy. A ‘traditional’ curriculum, with a finishing post solely marked by a terminal three hour exam, is being lauded at a time when we must shape our society into a dynamo of creativity. I am not proposing we shun Modern Foreign Languages, Mathematics, Science and English for a playful curriculum of Dance, Drama and computer play (valuable though each can be in their own right); but if we are to once again devalue the Arts and the vocational aspects of our curriculum we are immediately performing a creativity and innovation lobotomy! As identified by the aforementioned David Cameron, much innovation and creativity derives from the dynamic conflation of different disciplines – such as a fruitful combination of science and literature for example – see here. To deliberately laud one discipline over another simply shows a lack of understanding about how creativity comes to life. We are not all a budding Leonardo da Vinci, but our curriculum should provide a breeding ground for such genius to exist and flourish – why aim for less? Gove lauds the supposed ‘freedoms’ of his systematic shift of our state school system from LEAs to Academies and Free Schools; yet, at the same time, by retaining reductive league tables with narrow measures of success, he distorts those freedoms of curriculum and school structures by narrowing the goal posts for what is deemed acceptable success. The current league table measures of success are widely deemed as insufficient, even by Gove himself (sagely expressed in this article by Chris Husbands) so we must make a thorough job of changing accountability systems for the better. What we have at present is a centralized system that serves the needs of absolutely no-one, perhaps except those Academy chains who stand to benefit from the ‘saving’ of schools being stuffed below floor standards. Creativity becomes dulled by expediency, central diktats and a repressive inspection regime. Innovative curriculum models will be circumscribed, particularly for the students in our society most in need of skills that will help them rise from their limited social circumstances. Many schools under pressure will regress into a conservative safe zone of exam driven teaching that is demotivating for students and teachers alike.

Where courageous leadership starts is a turning away from the threatening drum pounding of the DfE and turning towards our own students. We need a shining of a light upon what many of our schools are doing brilliantly and we need to spread that light. For me, our curriculum is the kindle for that flame. The very best teachers will be dulled and stunted by a limiting curriculum, no matter who we attract into our profession. We must scale up our creative endeavors if we are to inspire our students with a desire to learn. Our creativity will be found when we shine a light existing in our own schools (we will find the feeling needed for change all around us if we look properly), but we should also seek inspiration from elsewhere. Therefore I have compiled the following list of inspiring websites and blog posts that shine a light on the great creativity existing in schools all around us (in no particular order):

http://sloweducation.co.uk/?p=262
A movement to stimulate enquiry based learning over our content driven exam fuelled culture. Examples include schools schools taking leave of six hours per week of English, Humanities, Science and Technology lessons at KS3 to undertake enquiry based learning. A clear manifesto for the approach can be found in this document: Learning Futures

http://www.redesigningschooling.org.uk/
A national campaign by SSAT to coral leading thinkers and practitioners to define the core purpose of education and to synthesise the needs of our learners, now and in the future, with a curriculum which is fit for purpose. Hopefully this programme can synthesise and define many of the projects and thinking I go on to identify.

http://learningspy.co.uk/2012/09/23/project-based-learning-i-did-it-my-way/
An excellent idea for project based learning from an English curricular perspective that draws in the Arts and the Humanities, transforming the whole school to energise interest and bring the war to life for students.

http://www.edutronic.net/
An outstanding use of Web 2.0 resources. Edutronic is brilliant platform to share communication and resources between teachers and students; for students to blog themselves and to record learning with a global audience. This open source approach is clearly going to supplant VLEs as the future method for communicating and learning online.

http://pedagogicalpurposes.blogspot.co.uk/2011/05/do-project-first-olympics-style.html?m=1
More project based learning, this time originating in Science, inspiring learners with a range of real word problems and projects and including blogged learning to help ongoing progress and reflection.

http://deeplearning.edublogs.org/2012/12/02/meet-the-ancestors/
A project based learning approach with an Art focus – with a great example of a public critique involving the local community.

http://taitcoles.wordpress.com/2012/12/11/punk-learning-fear-is-just-another-commodity/
An inspired approach to expeditionary learning and a student centred approach to learning. Tait’s ‘Punk Learning Manifesto’ is a brilliant synthesis of ideas to convey an original and exciting approach to Science teaching and learning.

http://www.pedagoo.org/category/curriculum/
A brilliant national collective of expert teachers sharing pedagogy to keep getting better. A brilliantly simple alternative to national initiatives like the long-since defunct National Strategies approach in England. Now reading beyond its Scottish origins, I can see this collective and cooperative approach being the future for innovation in pedagogy, alongside Teachmeets and other such ground-swell approach.

http://www.hightechhigh.org/schools/HTHI/
A brilliant school that embraces project based learning at the core of its entire curriculum. Using the principals of Ron Berger’s inspired vision of excellence in education, this school is a gold one of highly skilled and engaging pedagogy.

http://brookfieldcyclingproject.blogspot.co.uk/
This brilliant Physical Education project based learning approach brings together inspiration from British cycling together with sessions with local journalists to make literacy and the project real. The prospective public critique looks like another fantastic opportunity for students to share their brilliant learning with a real audience.

Surely these engaging and innovative approaches to pedagogy can be combined with a traditional focus upon core literacy and numeracy, and Gove’s beloved rigour, that would be more fitting for our complex and inter-connected futures. The selections I have made combine project based learning; a turning away from an obsession with terminal assessments; a skilled use of technology to leverage pedagogy; real audiences and so much more. We would do well to synthesise these principals of great learning. We must stick to our task – as the ‘real‘ David Cameron stated in his article:

“That reminded me that our task is to give our young people 1000 futures regardless of their past or their present.” David Cameron

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