The Learning Renaissance

Seven Big Myths about Top-Performing School Systems | BBC News

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The man in charge of the Pisa tests, Andreas Schleicher, says the evidence from around the world reveals some big myths about what makes for a successful education system.

Read the full article here: Seven Big Myths about Top-Performing School Systems | BBC News

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2 comments on “Seven Big Myths about Top-Performing School Systems | BBC News

  1. Paul Champion
    March 8, 2015
  2. 4c3d
    March 12, 2015

    Gifted or Hard working
    Although we may look for, recognise and therefore reward children who show a particular ability or strength in an area we also forget that some develop these gifts later in life too. What should a school do when a child that has been regarded as “average” suddenly displays gifted behaviour? Any system that labels will also suffer the “sell by date” syndrome. Are we always gifted or does our gift just mean early advancement in relation to peers who eventually catch up? What do we do when we wake up and find ourselves no longer gifted, just average? Finally what happens when there is a conflict between what the parents believe and the school determines?
    It has always been a problem for schools as to how they respond to these dilemmas. Labels have the tendency to stick, even if they are no longer relevant, but form part of the learning pathways established in schools.
    The article rightly points to the issues facing learners who are labelled, parents and schools who label and the life-long challenges of learning. What I believe we need is a more open and informed dialogue between the learner and the parents and teachers about what it means to be a learner. The challenge is to open up and admit that we often find learning difficult, understanding a challenge and mastery nearly always impossible. This does not stop us from trying. What does stop us is a label, often inappropriately applied and nearly always out of date.
    My solution is to open up the process of learning, “warts and all”, and explore how we react to, and can manage, our learning environment. This is a discussion I have rarely found in schools. Teachers will plan for and try to find ways to engage stretch and motivate learners but few take the opportunity to explore with learners how to take control of the learning environment to meet their learning needs. We do it for them and then expect them to do it for themselves without any practice or experience of what it truly means to be a learner. We do not equip them with the skills, attitudes, attributes, or behaviours to manage their own learning.

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This entry was posted on March 8, 2015 by in Features, News and tagged , , , , , .
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