Education is not preparation for life; education is life itself.
– Attributed to John Dewey
I have sat down to write this particular article on a number of occasions and for various reasons, have ended up not doing so, however, I am determined to write it today and thus am staying back at school, with no, or rather no domestic, distractions. Whilst I checked out of social media, from an educating point of view, for the duration of the Christmas holidays, I was still perusing the various tweets and reading linked articles when they struck my fancy, e-mailing many of them to myself for later use.
I have written previously about Initial Teacher Education (my Musings on Initial Teacher Education series can be found here) and there have been some articles that have made for interesting reading around the topic of initial teacher education, as well as teaching in general, that I believe are worth discussing.
Greg Ashman (@greg_ashman) is someone whose style of writing I tend to enjoy reading, and his article The bad ideas that hold teachers back was no different. This particular article discussed, very briefly, the pedagogical practice of differentiation, citing it as seeming “…truthy enough…” but that ultimately, it does not have a solid bank of evidence supporting it. To demonstrate this, Greg included the below graphic:
It is an impressive looking graph, however, I am not conversant enough in statistical analysis to understand whether what is being represented is actually statistically significant. I understand enough to understand that I am looking at a graph that would appear to demonstrate that the greater the percentage of lower secondary (which I take to mean Years Seven to Nine) teachers who profess to differentiate by providing alternate work either frequently or in almost all lessons correlated to a lower PISA mathematics mean score in the 2012 iteration. Greg provided a link to a pdf file from the National Research Center on the Gifted and Talented which he summed up as finding that:
“…the teachers weren’t doing it right. So it is either something that works if you have particularly talented teachers who can implement it – although this has not been demonstrated – or it is an idea that doesn’t work at all…”
I have mixed feelings regarding the concept of differentiation. I agree that in theory it does sound “…truthy enough…” but that in practice it often seems to result in learning opportunities of a far lower standard than the student needs (or, perhaps, is entitled to) or at the other end of the scale, fails to provide a sufficiently high challenge. I must note that at this point in my career, that I have not had a great range of exposure to how specific teachers differentiate specific skills, concepts or pieces of knowledge, and so I am drawing from a limited well, that being my own experience, which in this area feels like wandering in the dark, to a degree.
The next article I noted was also by Greg, and was titled A guide for new teachers. It contained a number of ideas and thoughts that I feel would be beneficial for new teachers to be aware of, and I think which the pre-service teacher I wrote about last year would have appreciated reading had I come across the article then.
The final article was regarding teacher qualifications, job shortages, and accreditation issues, which I believe I will leave for another time, as those issues are complex enough, and have the potential for a lengthy article in their own right. I am also conscious of the fact that it is now just after five pm and that I still have a number of other things I need to do before I go home.