Category Archives: Uncategorized

by University of Exeter There is currently relatively little objective evidence that the much-promoted “learner-centred” approach to teaching is effective, according to new research. Learner-centred pedagogy is designed to encourage pupils to become more involved in decision-making in the school and more active in class and participate in lessons. It has been advocated by international bodies suchContinue reading “Little objective evidence to show effectiveness of learner-centered teaching methods, study warns”

“Here every child has their ability and their place”. To reach Madrigueras you pass through miles vineyards, fields of almond and olive trees. Leaving behind rows of the low compact houses typical of La Mancha.  You would not expect that in this town of 4.650 inhabitants, situated 30 kilometres from Albacete, inside the red brick wallsContinue reading “The successful educational laboratory hidden in a tiny Albacete village,  “

The result of an interview at IV International Congress of Educational Innovation in Zaragoza published in El Pais. The educationalist, professor at Ottawa University and assessor of the Scottish and Welsh educational reforms, says, “Do not blame teachers for the problems that are due to the educational structure”.   Andrew Hargreaves has investigated influential educational factorsContinue reading “Andrew Hargreaves: “Don’t educate your children as if childhood is the waiting room for something else”.”

by Alan Flurry, University of Georgia Collaborative group work is increasingly prioritized across higher education, particularly in the life sciences and STEM-related fields. But how students communicate within these smaller groups is key to their success. New research from the University of Georgia suggests that students who understand what they do and do not know, andContinue reading “Correcting peers is key in small-group learning”

by Anna Sullivan, Barry Down, Bruce Johnson, Jamie Manolev, Janean Robinson and Neil Tippett, The Conversation Under a proposed plan due to start in term 4, students can only be sent home a maximum of three times a year. This is designed to reduce the high number of sanctions against vulnerable children in public schools. But it hasContinue reading “If Australian schools want to improve student discipline, they need to address these five issues”

by National Centre of Competence in Research What do building pyramids, going to the moon, paddling a two-person canoe or dancing a waltz have in common? All these actions are the result of a common goal between multiple partners and lead to a mutual sense of obligation, known as “joint commitment.” This ability to cooperateContinue reading “Exploring how our social interactions begin at a young age“

Children who move while learning sounds of letters significantly improve their ability to recognize individual letter sounds. This is the conclusion of a new study conducted by the University of Copenhagen’s Department of Nutrition, Exercise and Sports and Denmark’s National Centre for Reading, in collaboration with 10 Copenhagen area school classes. Reading is a complexContinue reading “Whole-body learning can boost children’s letter sound recognition—the first step towards reading”

by Cara Murez Reading to little ones builds bonds with their caregivers and boosts their language and literacy skills, but story time also benefits older kids, a new study reports Reading to 6- to 12-year-olds for an hour a day in school can boost their intelligence, Italian researchers report. “Does it work? Yes, we foundContinue reading “Reading aloud to your kids might make them smarter”

Michael Morpurgo on why teaching kids to love writing is more important than grammar The author, poet and playwright on why we should move away from Michael Gove-mandated lessons on fronted adverbials and back to unleashing the creative potential of children. The Guardian Wed 18 May 2022 15.00 BST This interview highlights the approach thatContinue reading “‘My spelling isn’t that great’:”

George Monbiot Rather than give every child a chance, these narrow tests have contributed to some of the poorest mental health outcomes in the world. This Guardian article (2-5-22) emphasizes some of the points made in the previous post. Why are we doing this to our children? As exam term begins, the question hangs overContinue reading “England’s punitive exam system is only good at one thing: preserving privilege”