Teachingbattleground.wordpress.com Website Review

It seems a long time since the days of 2013, when putting more knowledge in the curriculum could inspire 100 educationalists to write > ….could severely erode educational standards. The proposed > curriculum consists of endless lists of spellings, facts and rules. > This mountain of data will not develop children’s ability to > think, including problem-solving, critical understanding and Progressives have retreated. These days they are more likely to say that they are the true advocates of knowledge, while putting forward teaching methods and curriculum ideas that obstruct the learning of knowledge, than claim knowledge is harmful. In fact, these days they hardly seem to be trying to win any arguments with teachers about pedagogy and curriculum. The traditionalist viewpoint has become mainstream. It seems like you can’t throw a brick in a secondary school these days without hitting a teacher who is talking about knowledge, explicit instruction, retrieval practice or interleaving. While much of what is happening is just lip service, and plenty of schools have just added a few techniques that work to a list of things that don’t, things have moved on. Perhaps not at all levels, and certainly not so much among teacher trainers, but the debate has turned round on curriculum and However, if you did throw that brick, then progressives probably would take the time to argue that you can’t be held responsible for that and that the person you threw it at had brought it on themselves by ignoring your unmet needs. The battleground is once again behaviour. And while few secondary teachers, even those who are entirely progressive on the curriculum and pedagogy, have much sympathy for the progressive cause on behaviour, there is a receptive audience in the media and among politicians. As well as repeated school shamings for any school that makes a big deal of enforcing rules and routines, there has been a lot of commentary about what schools do about the