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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    05-09-2015
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.Engelse beleidsmakers nemen afstand van zgn. progressief beleid dat de voorbije decennia de wkaliteit van het onderwijs aantastte

    Minister Nick Gibb en Engelse beleidsmakers stellen vroegere beleidsmakers, pedagoochelaars, onderwijsinspecteurs ... verantwoordelijk voor de afbraak van de kwaliteit van het Engels onderwijs en voor de vervreemding van het beleid van de onderwijspraktijk. Het roer wordt blijkbaar omgegooid.

    Engelse onderwijsminister Nick Gibb wil blijkbaar op een andere wijze het lesgeven weer aantrekkelijk maken dan veel Vlaamse beleidsverantwoordelijken, pedagoochelaars e.d.

    There has never been a better time to be a teacher, and to challenge the current orthodoxies within British schools.

    (1)Afstand nemen van progressieve pedagoochelarij en hypes van voorbije decennia in UK - zo luidt zijn boodschap en deze van het ResearchED-congres
    (zie verder bij punt 1)

    (2)Niet de praktijkmensen, maar de beleidsmakers, inspectie, academici ... zijn volgens hem verantwoordelijk voor de sterke aantasting van de kwaliteit van het Engels onderwijs gedurende de voorbije decennia. Voortaan zullen de beleidsmakers meer naar de praktijkmensen luisteren (zie verder bij punt 2)

    1. Citaten uit toespraak van minister op ResearchED-congres over wending binnen onderwijsbeleid ...

    "Like all great institutions, ResearchED formalises a wider movement, or culture-change, that has been taking place within education. Some classroom practice, which until 5 years ago was endemic in the profession, has been held up to scrutiny and found wanting. I have already mentioned Brain Gym, but alongside it we can place learning styles, multiple intelligences, discovery learning, and the 21st-century skills movement as hollow shells of their former selves.

    This is not to say that such ideas are no longer at large within schools - far from it - but the intellectual underpinnings of such methods have been challenged: a vital first step in reversing the damage they have done.

    What is so noticeable about this movement is that it has not emerged from our universities. Many university academics, it appeared, were too much invested in the status quo to provide any challenge. Rather, the challenge came from classroom teachers, burning the midnight oil as they tweeted, blogged and shared ideas about how to improve their profession. According to the veteran teacher blogger Old Andrew, there are 1,237 active education blogs in the UK and many of them, I can testify, have directly influenced government policy. Education provides a case-study in the democratising power of new media, providing an entry point for new voices to challenge old orthodoxies.

    2. Vroegere beleidsmakers, inspectie, academici ...zijn verantwoordelijk voor opdringen van naïeve en ontscholende onderwijsvisie van voorbije decennia. Zij zijn verantwoordelijk voor de sterke daling van de kwaliteit van het Engels onderwijs.

    I hope that today’s trainee teachers are increasingly aware of evidence-based practice. But, it remains important to ask why so many poor ideas were sustained for so long within schools. To answer such a question, we must not forget the role played by central government. To give just one example, in 2006 the Department for Children, Schools and Families formed the ‘Teaching and Learning in 2020 Review Group’. Their subsequent report, entitled ‘2020 Vision ’, threw its weight behind ‘personalised learning’, explained as:

    ‘Learners are active and curious: they create their own hypotheses, ask their own questions, coach one another, set goals for themselves, monitor their progress and experiment with ideas for taking risks…’

    2020 vision suggested that the school of 2020 should pursue: ‘learning how to learn’; ‘themed project work’; and ‘using ICT to enhance collaboration and creative learning’. Lots of talk about learners learning, but almost nothing about teachers teaching.

    In the same year that she wrote ‘2020 Vision’, the chair of the 2020 Review Group became Her Majesty’s Chief Inspector of Schools. The inspectorate became geared towards imposing its preferred teaching style upon the profession. Research undertaken by the think tank Civitas last year revealed that as late as 2013, over half of Ofsted’s secondary school inspection reports still showed a preference for pupils learning ‘independent’ of teacher instruction, and nearly 1 in 5 criticised lessons where teachers talked too much.

    This ‘Ofsted teaching style’ directly contradicted the common sense of thousands of teachers, not to mention much empirical evidence about effective teaching. Recently, I was reminded of Ofsted’s reign of error by David Didau’s new book. Buried in a footnote, Didau provides a remarkable anecdote about this period. He writes:

    ‘Once in an exam analysis meeting, a school leader who taught in a particular department said that the reasons the exam results of that department were so poor was because of their outstanding teaching. They concentrated on independent learning and refused to ‘spoon feed’. This obviously meant kids did less well in the test.’

    You do not have to be George Orwell to recognise the double-think contained in that story, or the assault on the very meaning of the word ‘outstanding’ that Ofsted created. For so many schools, the means of pupils working independently became more important than the ends of pupils actually learningEngelse onderwijsminister Nick Gibb wil blijkbaar op een andere wijze het lesgeven weer aantrekkelijk maken dan veel Vlaamse beleidsverantwoordelijken, pedagoochelaars e.d.

    There has never been a better time to be a teacher, and to challenge the current orthodoxies within British schools.
    gov.uk



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