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  • Waarom leerlingen steeds slechter presteren op Nederlandse scholen; en grotendeels ook toepasselijk op Vlaams onderwijs!?
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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    06-09-2014
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.Onderwijs. Tien onderwerpen die leerkrachten in bijscholingen moet vermijden!


     (o.a. sessies over gekleurde denkhoeden van de Bono, video's van Sir Ken Robinson, sessies over brain-gym, leerstijlen, ...)

    At the start of a new year teachers face at least a day of CPD. Here is my attempt to identify the worst possibilities .
    1.Anti-education videos. In the old days it used to be “Shift Happens“. Now it is more likely to be Ken Robinson’s Animate. Both are quire explicitly arguing that kids should learn less.
    2.Teaching programmes. These are a mix of theories and activities that are meant to indicate a different way to teach. Some are expensive, others largely in the public domain. The most ridiculous programme of the lot, not even deserving the name “teaching”, was the (still not completely dead) Brain Gym.

    3.Taxonomies. Denkhoeden van Bono!:. Far worse is where it is a way to subdivide thinking, like Thinking Hats (below) or teaching methods (like the learning pyramid/Dale’s Cone of experience). And the absolute worst of the lot is when it is a way to subdivide learners by “learning style” (again, something which is still not dead despite being utterly discredited) or “left and right brain”.

    4.Pre-determined discussions.. The big craze a few years ago was having to write answers about what students should be like around an outline of a person. The correct answers were “independent”, “resilient”, and “motivated”. Any attempt to say “clever” or “good at maths” was considered a joke.

    5.OFSTED training.
    6.Sensible things made into gimmicks. I do have a problem with the “weaponised” versions involving stickers and questionnaires. This seems like a rerun of AfL, where perfectly sensible ideas about feedback turned into compulsory mini-whiteboards and insane levels of differentiation.

    7.Objective Mania.. However, multiple objectives to be copied down are a pain. These include “WALT and WILF”, “All/Most/Some” and “Must/Should/Could”. This is not differentiation, it is obstruction. And the worst of all is having to put levels or grades on objectives.

    8.Behaviour Training that blames teachers. too much behaviour INSET, particularly from outsiders, is about making teachers feel they are to blame when they face bad behaviour. Planning well, being nice, making lessons fun, will not sort out behaviour problems. Being told to keep them to yourself (“swallow your own smoke”) will make them worse. And don’t get me started on anything with “restorative” in the name.

    9.Bad SEN. like claiming dyslexics have better spatial awareness, or we know which part of the brain causes ADHD). Worse, is when bogus treatments are publicised, like changing the colour of paper or ink for those who can’t read.
    10.New marking policies. If your marking policy is so complicated people have to be trained in it, then it is too complicated. And I include in this (in fact I make a special effort to include this) those policies that are introduced that will “save everyone time”. They won’t. Set a minimum standard. Don’t expect everyone to be able to keep to it.

    At the start of a new year teachers face at least a day of CPD. Here is my attempt to identify the worst possibilities (with thanks to all those who suggested things on Twitter or told me what hadn...
    teachingbattleground.wordpress.com



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